Edexcel Level 3 Certificate in Fire Safety (Fire …...The Edexcel Level 3 Certificate in Fire...

Edexcel Level 3 Certificate in Fire Safety (Fire Auditors) (QCF)


Edexcel Level 4 Diploma in Fire Safety (Fire Inspectors) (QCF)

Specification

Specialist qualifications

First teaching April 2013 Issue 3

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

This specification is Issue 3. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Karon Nicod/Jeni Dixon/Cheryl Bott

Publications Code BA030061

All the material in this publication is copyright © Pearson Education Limited 2013

http://www.edexcel.com/�

Contents

1 Introducing Specialist qualifications 1

What are Specialist qualifications? 1

2 Qualification summary and key information 2

QCF qualification title and Qualification Number 4

Objective of the qualifications 4

Relationship with previous qualifications 5

Progression opportunities through Edexcel qualifications 5

Industry support and recognition 5

Relationship with National Occupational Standards 5

3 Centre resource requirements 6

4 Qualification structures 7

Edexcel Level 3 Certificate in Fire Safety (Fire Auditors) (QCF) 7

Edexcel Level 4 Certificate in Fire Safety (Fire Auditors) (QCF) 8

Edexcel Level 4 Diploma in Fire Safety (Fire Inspectors) (QCF) 9

5 Assessment 11

6 Recognising prior learning and achievement 12

Recognition of Prior Learning 12

Credit transfer 12

7 Centre recognition and approval 13

Approvals agreement 13

8 Quality assurance of centres 14

9 Programme delivery 15

10 Access and recruitment 16

11 Access to qualifications for learners with disabilities or specific needs 17

12 Units 18

Unit title 18

Unit reference number 18

QCF level 18

Credit value 18

Guided learning hours 18

Unit aim 18

Essential resources 18

Learning outcomes 18

Assessment criteria 19

Unit amplification 19

Information for tutors 19

Unit 1: Identify and report hazards and risks associated with fire in simple premises 20

Unit 2: Assess risks associated with fire in simple premises 29

Unit 3: Confirm measures are in place to protect people from fire in simple premises 40

Unit 4: Review fire protection systems in simple premises 48

Unit 5: Plan and gather evidence for the purposes of fire safety regulation in simple premises 58

Unit 6: Visit simple premises for the purposes of fire safety regulation 66

Unit 7: Assess risks associated with fire in complex premises and environments 79

Unit 8: Ensure measures are in place to protect people from fire in complex premises and environments 90

Unit 9: Review fire protection systems in complex premises and environments 98

Unit 10: Review safety measures at locations that are regulated and/or licensed 108

Unit 11: Visit complex premises and environments for the purposes of fire safety regulation 118

Unit 12: Review fire safety matters relating to existing or proposed construction 131

Unit 13: Work in partnership to minimise risks to the community 145

Unit 14: Support the management of risks at incidents 156

Unit 15: Review fire safety matters relating to premises under construction, demolition and alteration 169

Unit 16: Prepare and present evidence in court and other formal proceedings in relation to fire safety measures 178

Unit 17: Draft statutory enforceable documents for the purposes of fire safety regulation 186

Unit 18: Serve statutory enforceable documents for the purposes of fire safety regulation 193

13 Further information and useful publications 199

14 Professional development and training 200

Annexe A 201

Mapping with National Occupational Standards 201

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

the qualification’s objective

any other qualification which a learner must have completed before taking the qualification

any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded

the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which learners’ level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

BA030061 – Specification – Edexcel Level 3 and 4 Certificate in Fire Safety (Fire Auditors) and Edexcel Level 4 Diploma in Fire Safety (Fire Inspectors) – Issue 3 – April 2013 © Pearson Education Limited 2013

1

1 Introducing Specialist qualifications

What are Specialist qualifications?

There are three sizes of qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


2

2 Qualification summary and key information

Qualification title Edexcel BTEC Level 3 Certificate in Fire Safety (Fire Auditors) (QCF)

QCF Qualification Number (QN) 600/2642/X

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/09/2011

Age range that the qualification is approved for

18+

Credit value 26

Assessment Centre-devised assessment (internal assessment)


Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Section 10, Access and recruitment)

Qualification title Edexcel BTEC Level 4 Certificate in Fire Safety (Fire Auditors) (QCF)

QCF Qualification Number (QN) 600/2647/9




18+

Credit value 23



Grading information The qualification and units are at pass grade



3

Qualification title Edexcel BTEC Level 4 Diploma in Fire Safety (Fire Inspectors) (QCF)

QCF Qualification Number (QN) 600/2652/2




18+

Credit value 37


Guided learning hours Minimum — 179

Maximum — 198

Grading information The qualification and units are at pass grade



4

QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, units and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. Further information about certification is in the Edexcel Information Manual on our website at www.edexcel.com.

Objective of the qualifications

The Edexcel Level 3 Certificate and Level 4 Certificate and Diploma in Fire Safety (QCF) are for learners who work in, or want to work in, Fire Safety.

They give learners the opportunity to:

develop knowledge related to fire safety auditing and inspection

develop skills in fire safety auditing and inspection

achieve nationally-recognised qualifications

develop their own personal growth and engagement in learning.

The Edexcel Level 3 Certificate in Fire Safety (Fire Auditors) (QCF) is suitable for managers, staff and owner-occupiers who are responsible for ensuring that suitable and sufficient fire safety arrangements are made and maintained. It is also suitable for personnel in a fire safety regulator role with responsibility for ensuring the requirements of fire safety and associated regulations are being met through cooperation or enforcement. They will operate in the context of simple premises. A simple premises is defined as any building that was built to a recognised design code and when inspected has had no variation that has a major impact on the life safety principles of the original design concept.

The Edexcel Level 4 Certificate in Fire Safety (Fire Auditors) (QCF) is suitable for managers, staff and owner-occupiers who are responsible for ensuring that suitable and sufficient fire safety arrangements are made and maintained for complex premises. A complex premises is defined as any building that was built without a recognised design code or had a major variation that has had a major impact on the life safety principles of the building or built as fire engineering solution under BS7974 or similar.

The Edexcel Level 4 Diploma in Fire Safety (Fire Inspectors) (QCF) is suitable for fire safety practitioners employed to work with others, such as managers, safety site representatives, owners or occupiers who need to ensure that suitable and sufficient fire safety arrangements are made and maintained, including those for complex premises. It is also suitable for regulators who have to ensure that the requirements of fire safety and associated regulations are being met.



5

Relationship with previous qualifications

These qualifications are a direct replacement for the Edexcel levels 2, 3, and 4 NVQs in Fire Safety, which have now expired. The qualifications are listed below:

Qualification title Qualification number

Accreditation start date

Accreditation end date

Edexcel Level 2 NVQ in Fire Safety

100/5655/5 01/10/05 31/09/11


100/5656/7 01/10/05 31/09/11


100/5657/9 01/10/05 31/09/11

Progression opportunities through Edexcel qualifications

Learners who have achieved the Edexcel Level 3 Certificate in Fire Safety (Fire Auditors) (QCF) may progress to the Level 4 Certificate in Fire Safety (Fire Auditors) (QCF).

Learners who have achieved the Edexcel Level 4 Certificate in Fire Safety (Fire Auditors) (QCF) may progress to the Level 4 Diploma in Fire Safety (Fire Inspectors) on achieving a further three units, which facilitates progression and access to the inspector role.

Industry support and recognition

These qualifications are supported by Skills for Justice, the SSC for Justice, Community Service and Legal Services.

Relationship with National Occupational Standards

These qualifications relate to the National Occupational Standards in Fire and Rescue Services.


6

3 Centre resource requirements

As part of the approval process, centres must make sure that the resources below are in place before offering the qualification.

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to make sure there is continuing professional development for staff delivering the qualifications.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation.


7

4 Qualification structures


Learners will need to meet the requirements outlined in the table below before Edexcel can award the qualification.

Minimum number of credits that must be achieved 26

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 M/503/1893 Identify and report hazards and risks associated with fire in simple premises

3 4 20

2 J/503/3603 Assess risks associated with fire in simple premises

3 5 25

3 M/503/3420 Confirm measures are in place to protect people from fire in simple premises

3 5 21

4 R/503/3412 Review fire protection systems in simple premises

3 5 28

5 J/503/1916 Plan and gather evidence for the purposes of fire safety regulation in simple premises

3 4 28

6 J/503/3424 Visit simple premises for the purposes of fire safety regulation

3 3 14


8






7 Y/503/3606 Assess risks associated with fire in complex premises and environments

4 5 20

8 T/503/1927 Ensure measures are in place to protect people from fire in complex premises and environments

4 5 21

9 M/503/3613 Review fire protection systems in complex premises and environments

4 5 28

10 R/503/3605 Review safety measures at locations that are regulated and/or licensed

4 4 28

11 K/503/3593 Visit complex premises and environments for the purposes of fire safety regulation

4 4 15


9

Edexcel Level 4 Diploma in Fire Safety (Fire Inspectors) (QCF)



Number of mandatory credits that must be achieved 30

Minimum number of optional credits that must be achieved 7



7 Y/503/3606 Assess risks associated with fire in complex premises and environments

4 5 20

8 T/503/1927 Ensure measures are in place to protect people from fire in complex premises and environments

4 5 21

9 M/503/3613 Review fire protection systems in complex premises and environments

4 5 28

10 R/503/3605 Review safety measures at locations that are regulated and/or licensed

4 4 28

11 K/503/3593 Visit complex premises and environments for the purposes of fire safety regulation

4 4 15

12 H/503/3401 Review fire safety matters relating to existing or proposed construction

4 7 50


Optional units Level Credit Guided learning hours

13 F/503/3406 Work in partnership to minimise risks to the community

4 4 10

14 T/503/3600 Support the management of risks at incidents

4 4 15

15 A/503/3405 Review fire safety matters relating to premises under construction, demolition and alteration

4 4 10


10


Optional units Level Credit Guided learning hours

16 T/503/3421 Prepare and present evidence in court and other formal proceedings in relation to fire safety measures

4 3 21

17 L/503/3604 Draft statutory enforceable documents for the purposes of fire safety regulation

4 3 7

18 F/503/3597 Serve statutory enforceable documents for the purposes of fire safety regulation

4 3 7


11

5 Assessment

The table below gives a summary of the assessment methods used in the qualifications.

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes and assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted.

Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.

Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (eg performance observation, presentation, project, test, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.

To avoid over assessment centres are encouraged to link delivery and assessment across units.

There is more guidance about internal assessment on our website. See Section 13 Further information and useful publications.


12

6 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the Recognition of Prior Learning Policy and Process document, which is on the Edexcel website.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


13

7 Centre recognition and approval

Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).

Existing centres get automatic approval for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.

In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Edexcel will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


14

8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Edexcel qualifications. The centre will use quality assurance to make sure that its managers, internal verifiers and assessors are standardised and supported. Edexcel uses quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Edexcel quality assurance model will be:

two annual visits to the centre by a centre quality reviewer to review centre-wide quality assurance systems

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. We will allocate annually a standards verifier to conduct postal sampling of internal verification and assessor decisions for the principal subject area.

For further details, go to the UK BTEC Quality Assurance Handbook on our website.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


15

9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Centres must make sure that delivery about any legislation is up to date and current.


16

10 Access and recruitment

Edexcel’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to them during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


17

11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Details on how to make adjustments for learners with protected characteristics are given in the policy documents Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications - JCQ Regulations and Guidance.

The documents are on our website at www.edexcel.com/policies

http://www.edexcel.com/Policies/Documents/Access Arrangements, Reasonable Adjustments and Special Consideration.pdf�




18

12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on learners’ Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When learners achieve a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where learners are not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Edexcel to offer the qualification.

Learning outcomes

Learning outcomes of a unit set out what learners know, understand or are able to do as the result of a process of learning.


19

Assessment criteria

Assessment criteria specify the standard required by learners to achieve each learning outcome.

Unit amplification

This section clarifies what learners need to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the delivery of learning.


20

Unit 1: Identify and report hazards and risks associated with fire in simple premises

Unit reference number: M/503/1893

QCF level: 3

Credit value: 4

Guided learning hours: 20

Unit aim

This unit is about identifying fire hazards, and contributing to continuous risk assessment by regular review, monitoring and reporting to ensure that risk reduction measures, fire precautions and maintenance routines are sustained. It applies to simple, as opposed to complex, premises and environments, ie small buildings with a simple layout such as small shops, offices or industrial units with easy means of escape. This does not include premises that have sleeping accommodation or premises used for high fire risk processes or storage. Learners will work within a pre-determined location and with a defined level of responsibility and authority.

This unit is for practitioners employed or contracted to work with others in an organisation, for example fire wardens, fire marshals, site safety officers, owners or occupiers, who are responsible for making and maintaining suitable and sufficient fire safety arrangements.

NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of hazard and risk reporting.

All activities carried out in this unit will be within learners’ own level of competence and authority.

A simple premises is defined as any building that was built to a recognised design code and when inspected has had no variation that has a major impact on the life safety principles of the original design concept.

Essential resources

There are no special resources needed for this unit.

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afet

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rder

2005

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.6

su

mm

aris

e th

e nat

ure

of

fire

haz

ards,

the

cause

s of

fire

and

the

signific

ance

of

com

mon

cause

s in

diffe

rent

occ

upan

cies

in

ow

n a

rea

of

resp

onsi

bili

ty

□

nat

ure

of

fire

haz

ards

— n

atura

lly o

ccurr

ing,

man

-mad

e, b

usi

nes

s sp

ecific

□

cause

s of

fire

, eg

poor

house

keep

ing,

flam

mab

le m

ater

ials

, el

ectr

ical

equip

men

t, p

roce

sses

, hot

surf

aces

, fr

iction,

arso

n,

smoki

ng m

ater

ials

□

types

of

occ

upan

cies

in s

imple

pre

mis

es,

eg r

esid

ential

, in

dust

rial

, ed

uca

tional

, offic

e, p

ublic

acc

ess

□

signific

ance

of

com

mon c

ause

s of

fire

in d

iffe

rent

occ

upan

cies

, eg

at

trib

uting r

isk

and h

azar

ds

to d

iffe

rent

types

of

occ

upan

cies

1.7

id

entify

sourc

es o

f in

form

atio

n,

advi

ce a

nd s

upport

in r

elat

ion t

o

haz

ards

and r

isks

ass

oci

ated

w

ith f

ire

□

sourc

es o

f in

form

atio

n,

advi

ce a

nd s

upport

, eg

loca

l fire

and r

escu

e se

rvic

e, w

ebsi

tes,

loca

l au

thority

build

ing c

ontr

ol, f

ire

safe

ty

consu

ltan

ts

1.8

ex

pla

in t

he

requirem

ents

for

report

ing o

n f

ire

safe

ty iss

ues

□

re

port

ing r

equirem

ents

, eg

nam

e of org

anis

atio

n,

pre

mis

es d

etai

ls,

nam

e of

emplo

yer,

dat

e of

report

, si

gnat

ure

, id

entified

haz

ards,

w

ho m

ight

be

har

med

and h

ow

, w

hat

is

alre

ady

bei

ng d

one,

the

nee

d f

or

furt

her

act

ion,

action b

y w

hom

, ac

tion b

y w

hen

1.9

des

crib

e th

e ro

les

and

resp

onsi

bili

ties

of

oth

ers

with

auth

ority

to a

ctio

n f

ire

safe

ty

□

oth

ers

with a

uth

ority

— a

ppoin

ted c

om

pet

ent

per

son(s

) to

support

th

e re

sponsi

ble

per

son

□

role

s an

d r

esponsi

bili

ties

, eg

pro

vide

auth

orita

tive

advi

ce a

nd

support

to t

he

resp

onsi

ble

per

son

2

Under

stan

d c

ontr

ol

mea

sure

s to

m

itig

ate

the

risk

s fr

om

fire

in s

imple

pre

mis

es

2.1

des

crib

e th

e ra

nge

of

extinguis

hin

g m

edia

, th

eir

loca

tion a

nd c

orr

ect

applic

atio

n

and u

se

□

types

of

extinguis

hin

g m

edia

, eg

fire

bla

nke

t, s

prinkl

er s

yste

m,

fire

ex

tinguis

her

(w

ater

, fo

am,

dry

pow

der

, CO

2)

□

loca

tion,

eg s

itting a

nd a

cces

sibili

ty,

appro

priat

e num

ber

and t

ype

for

risk

□

corr

ect

applic

atio

n a

nd u

se —

sel

ection o

f m

edia

for

type

of

fire

, tr

ainin

g in e

ffec

tive

use

of

various

extinguis

hin

g m

edia

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

des

crib

e th

e pre

mis

es’ publis

hed

fire

routine

□

fire

routine,

eg a

ctio

n t

o b

e ta

ken in e

vent

of

a fire

, re

sponsi

ble

per

sons,

role

s an

d r

esponsi

bili

ties

2.3

des

crib

e th

e m

eans

of

esca

pe

and p

re-p

lanned

arr

angem

ents

fo

r en

suring s

afet

y of

peo

ple

in

the

even

t of

fire

, in

cludin

g t

hose

le

ss a

ble

and t

hei

r beh

avio

urs

□

mea

ns

of

esca

pe

— s

hort

est

and/o

r sa

fest

route

to s

afet

y fr

om

any

poin

t in

a b

uild

ing,

clea

r of

the

build

ing,

without

outs

ide

assi

stan

ce

□

pre

-pla

nned

arr

angem

ents

in t

he

even

t of

fire

, eg

consi

der

atio

ns

to

incl

ude

tim

e of

evac

uat

ion,

trav

el d

ista

nce

s, n

um

ber

and t

ype

of

occ

upan

ts,

exit w

idth

s, a

rran

gem

ents

for

those

who a

re les

s ab

le

2.4

des

crib

e th

e purp

ose

of

fire

pre

cautions

in t

he

pro

tect

ion o

f peo

ple

, pro

per

ty a

nd t

he

envi

ronm

ent

□

purp

ose

of

fire

pre

cautions,

eg t

o e

duca

te a

nd e

nco

ura

ge

per

sons

and c

om

munitie

s to

apply

the

princi

ple

s of

fire

saf

ety,

pre

vent

fire

s,

pre

serv

e lif

e, r

educe

pro

per

ty loss

, m

inim

ise

envi

ronm

enta

l dam

age

2.5

ex

pla

in t

he

tria

ngle

of

fire

□

tr

iangle

of

fire

: fu

el,

oxy

gen

, ig

nitio

n s

ourc

e

2.6

ex

pla

in b

asic

pre

ventive

m

ethods

□

pre

ventive

met

hods,

eg a

war

enes

s of

the

risk

s of

fire

, under

stan

din

g o

f fire

cau

ses,

tra

inin

g,

regula

r risk

ass

essm

ents

, use

of

risk

red

uct

ion p

rinci

ple

s to

im

ple

men

t sa

fety

mea

sure

s,

continuous

monitoring o

f im

ple

men

ted m

easu

res

2.7

des

crib

e th

e purp

ose

of

trai

nin

g

and t

he

test

ing o

f fire

pre

cautions

in r

elat

ion t

o f

ire

safe

ty

□

purp

ose

, eg

to t

est

the

continuous

suitab

ility

of

fire

pre

cautions

and

adju

st a

s nec

essa

ry,

enab

le a

continuous

awar

enes

s of

the

actions

to b

e ta

ken in t

he

even

t of

a fire

3.1

w

ork

to a

due

pro

cess

for

chec

king f

or

haz

ards,

ris

ks a

nd

fire

pre

cautions

□

due

pro

cess

for

chec

king,

eg c

hec

klis

t, c

hec

klis

t pro

cedure

and u

se,

com

ple

tion r

equirem

ents

3.2

m

onitor

for

haz

ards,

ris

ks a

nd

fire

pre

cautions

□

m

onitor,

eg r

isk

asse

ssm

ent,

continuous

monitoring o

f co

mplia

nce

to

red

uce

haz

ards

and r

isks

, se

rvic

e of

firs

t ai

d f

ire

equip

men

t

3

Be

able

to iden

tify

fire

haz

ards

and

risk

s in

sim

ple

pre

mis

es

3.3

as

sess

ris

ks a

nd f

ire

pre

cautions

within

ow

n lev

el o

f re

sponsi

bili

ty □

ow

n lev

el o

f re

sponsi

bili

ty,

eg a

war

enes

s of

role

, duties

□

how

to a

sses

s, e

g f

ire

safe

ty c

hec

klis

t, c

ontinuous

monitoring

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

in

form

peo

ple

on t

he

pre

mis

es

about

thei

r per

sonal

re

sponsi

bili

ties

and h

ow

they

sh

ould

rep

ort

haz

ards

□

met

hods

to info

rm p

eople

, eg

fac

e to

fac

e, indiv

idual

ly,

gro

up,

usi

ng

com

munic

atio

n m

edia

, in

duct

ion,

fire

drills

, fire

notice

s

□

haz

ard r

eport

ing,

eg p

roce

dure

for

report

ing (

form

s, r

outing,

pro

cess

)

□

com

munic

atio

n t

echniq

ues

, eg

tone,

sim

ple

lan

guag

e, a

uth

orita

tive

, re

leva

nt

4.1

re

port

iden

tified

haz

ards

and

risk

s □

re

port

ing p

roce

dure

, eg

com

ple

ted c

hec

klis

t, s

ubm

issi

on t

o

appro

priat

e au

thority

□

det

ails

req

uired

, eg

nam

e of

org

anis

atio

n,

pre

mis

es d

etai

ls,

nam

e of

emplo

yer,

dat

e of

report

, si

gnat

ure

, id

entified

haz

ards,

who m

ight

be

har

med

and h

ow

, w

hat

is

alre

ady

bei

ng d

one,

the

nee

d f

or

furt

her

act

ion,

action b

y w

hom

, ac

tion b

y w

hen

4.2

ke

ep a

ccura

te r

ecord

s of

revi

ews

and m

onitoring

activi

ties

, in

cludin

g:

th

e haz

ards

and r

isks

id

entified

fire

pre

cautions

th

e ac

tion t

aken

to d

eal w

ith

risk

s an

d f

ire

pre

caution

nee

ds

□

Rec

ord

s, e

g p

urp

ose

ful, a

ccura

te, haz

ards

and r

isks

iden

tified

, fire

pre

cautions

in p

lace

, des

irab

le a

nd e

ssen

tial

act

ions

□

monitoring a

ctiv

itie

s, e

g e

nsu

ring s

afe

and s

ecure

rec

ord

kee

pin

g,

adher

ence

to leg

al r

equirem

ents

, id

entify

ing t

rends

and t

rain

ing

nee

ds

4

Be

able

to r

eport

fire

haz

ards

and

risk

s in

sim

ple

pre

mis

es

4.3

ex

pla

in r

evie

ws

and m

onitoring

activi

ties

to s

pec

ifie

d p

erso

nnel

as

req

uired

□

revi

ews

and m

onitoring a

ctiv

itie

s, e

g d

iffe

rence

bet

wee

n r

evie

win

g

and m

onitoring,

actions

to b

e ta

ken a

s a

resu

lt o

f re

view

and/o

r m

onitoring

□

spec

ifie

d p

erso

nnel

, eg

lin

e m

anag

emen

t, p

erso

nnel

within

ris

k ar

ea

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

re

port

les

sons

lear

ned

whic

h

contr

ibute

to c

ontinuous

risk

as

sess

men

t an

d m

anag

emen

t pro

cess

es

□

report

ing,

eg p

rese

nta

tion,

writt

en d

ocu

men

t, p

erso

nal

vis

it

□

less

ons

lear

ned

, eg

eff

ect

of

actions,

nee

d f

or

furt

her

mea

sure

s or

actions

□

com

munic

atio

n,

eg a

uth

orita

tive

tone,

sim

ple

lan

guag

e, a

dju

stm

ent

of

languag

e to

audie

nce

, aw

aren

ess

of

and m

anag

ing c

ultura

l diffe

rence

s


26


Delivery

When delivering the unit, centres must ensure that learners are given input on the unit amplification. Where legislation has been indicated, it is assumed that any subsequent legislation introduced that supersedes what is listed will be delivered and assessed.

It is important that in the delivery of this unit, all materials used relate to simple premises.

For learning outcome 1, learners need to examine requirements for identifying fire hazards and risks within simple premises. In order to do this theoretical input will be required in relation to the key features of risk assessment. Learners could then examine case studies of incidents to identify the consequences of ineffective risk assessment. Following on from this, it may be beneficial to use guest speakers to support the theoretical input surrounding the organisational and legal requirements to maintain records in relation to hazard identification and risk assessment and reporting. Learners could be given the opportunity to research the sources of information that are available, and use this information to investigate the nature of fire hazards. Using case studies and role-play scenarios will enable learners to apply their knowledge of reporting requirements and roles and responsibilities of key personnel in relation to fire safety to realistic scenarios for their own level of competency and authority.

Learning outcome 2 will require centres to provide learners with the opportunity to investigate a range of control measures that are available to mitigate the risks from fire. It is important that learners are able to identify the correct locations and usage of these measures. Learners should also be given the opportunity to examine different escape plans for different simple premises, as this will then enable them to show an understanding of how these can affect fire safety on the premises. This may be in the form of a visit or a guest speaker from an organisation who are involved in training for improved fire safety, or alternatively from the local fire and rescue service, who provides the opportunity for the learner to extend their thinking and apply their knowledge.

Learning outcomes 3 and 4 are more practical in nature and their delivery would be greatly enhanced through the use of role play and/or desktop scenarios. Learning outcome 3 requires learners to be able to identify fire hazards and risks. By using practical teaching methods and experiential learning, the centre can provide opportunities for learners to apply knowledge gained in learning outcomes 1 and 2 to realistic scenarios. It is important that these are sufficiently detailed to allow learners to develop the knowledge and skills required.

Learning outcome 4 moves on to the reporting of hazards and risks. This would be enhanced with the provision of opportunities for learners to use a variety of methods to report the risks identified for learning outcome 3. By undertaking formative assessment activities during the delivery, using different reporting methods, centres provide some learning experiences to develop learners’ practical application skills, in preparation for any summative assessment activities.


27

Assessment

For the knowledge and understanding component of the unit, assessment from a learning and development environment is allowed.

For the practical components, simulation in a learning and development environment is recommended but assessment in a workplace environment is also permitted.

The centre will devise assessments and undertake the assessment of learners.

All evidence for the unit should relate to simple premises, and should be reflective of learners’ level of competency and authority.

Within learning outcome 1 it is important that learners are able to distinguish between hazards and risks and can identify the features of risk assessment. Case study analysis could provide evidence for AC1.3, with learners describing the typical consequences in a given scenario. Evidence for AC1.4 and AC1.5 may be integrated, with learners identifying both organisational procedures and the legal requirements in relation to hazard identification and risk assessment. It is important that evidence relates to the legislation indicated in the unit amplification. AC1.6 requires learners to summarise the nature of fire hazards and causes of fire in a number of scenarios, therefore covering the significance of different occupancies as indicated in the unit amplification. Evidence for AC1.7 could be in the form of a brochure or leaflet identifying sources of information, advice and support in relation to hazards and risks associated with fire. Evidence for AC1.8 and 1.9 may be integrated, and learners could be asked to produce a presentation to show the reporting requirements and the roles and responsibilities of those involved.

Evidence for AC2.1 may take the form of an information leaflet, which describes the range of extinguishing media indicated in the unit amplification. The leaflet should include the type of media, where it should be located and how and where each should be used. Evidence for AC2.2 and 2.3 may be combined. Learners could compile a slideshow presentation, applying their knowledge to given premises and describing the published fire routine, means of escape and pre-planned arrangements for ensuring safety of people in the event of fire, including those less able and their behaviours. This refers to how the less able may behave differently in the event of a fire, and how this needs to be accommodated in the escape plan. Evidence for AC2.4, 2.5, 2.6 and 2.7 could follow this presentation, with learners being asked to prepare a report that contains a description of the purpose of fire safety precautions in the protection of people, property and the environment, and the purpose of training and testing fire precautions. It should also include an explanation of the triangle of fire and basic preventive methods.

Evidence for learning outcomes 3 and 4 should come from practical exercises such as role plays, case studies or written scenarios that enable learners to fully demonstrate their ability to apply the knowledge attained throughout the unit. A single scenario may be used if it is demanding enough to allow learners to produce sufficient evidence to meet all assessment criteria. Alternatively a range of scenarios may be used.

AC3.1 requires learners to follow a due process when checking for hazards, risks and fire precautions. This may be evidenced through an assessor observation record that shows what the process was and confirms that learners have followed it. Evidence for AC3.2 and 3.3 may be combined when learners both monitor and assess the hazards, risks and fire precautions in place. This may be evidenced through note taking during the practical activity, which should be used to inform the reports produced for learning outcome 4. Notes should be submitted for


28

assessment as supporting evidence, and if a practical activity is undertaken, this should be supported with an observation record showing what the activity was and how it allowed learners to meet the criteria, with qualitative statements on learners’ performance during the activity. AC3.4 may be assessed through a real or simulated verbal discussion, where learners inform people of their personal responsibilities to report hazards. Learners’ peers could play the roles of personnel on the scenario premises. This should be supported by assessor observation, and any notes or video/audio recording should be submitted as supporting evidence.

AC4.1 requires learners to report the identified hazards and risks found in the role play or written scenario. The evidence should follow the reporting procedure and contain the information indicated in the unit amplification. For AC4.2 learners need to keep accurate records of reviews and monitoring activities. This should include records of the hazards and risks identified, the precautions currently in place and the action taken to deal with risks and fire precaution needs. Evidence for AC4.3 and 4.4 may be combined, with learners preparing a slideshow presentation which explains the reviews and monitoring activities and the lessons learned that will contribute to the risk assessment and management process on the premises, using appropriate communication skills as indicated in the unit amplification.

Indicative resource materials

Documents

Approved Document B www.planningportal.gov.uk/buildingregulations/approveddocuments/partb/bcapproveddocumentsb/

Better Regulation Executive: Reducing Regulation Made Simple

www.bis.gov.uk/assets/biscore/better-regulation/docs/r/10-1155-reducing-regulation-made-simple.pdf

Building Bulletin 100 www.education.gov.uk/schools/adminand finance/schoolscapital/buildingsanddesign/ environmental/a0063718/fire-safety-design-guidance-building-bulletin-100

BS 9999:2008 http://shop.bsigroup.com/en/ProductDetail/?pid=000000000030158436

CFOA fire safety guidance notes and audit form

www.cfoa.org.uk/10276

Enforcement Concordat: Good Practice Guide for England and Wales

www.berr.gov.uk/files/file10150.pdf

Fire code Health Technical Memoranda

www.dh.gov.uk/en/Publicationsandstatistics/lettersandcirculars/firecode/DH_609

Fire Safety Risk Assessment Guides, offices and shops

www.gov.uk/government/uploads/system/uploads/attachment_data/file/14881/fsra-offices-shops.pdf

Fire Safety Risk Assessment Guides, factories and warehouses

www.gov.uk/government/uploads/system/uploads/attachment_data/file/14882/fsra-factories-warehouses.pdf

Regulatory Reform (Fire Safety) Order 2005

www.legislation.gov.uk/uksi/2005/1541/contents/made

http://www.planningportal.gov.uk/buildingregulations/approveddocuments/partb/bcapproveddocumentsb/�



http://www.bis.gov.uk/assets/biscore/better-regulation/docs/r/10-1155-reducing-regulation-made-simple.pdf�



http://www.education.gov.uk/schools/adminand�finance/schoolscapital/buildingsanddesign/�environmental/a0063718/fire-safety-design-guidance-building-bulletin-100�




http://shop.bsigroup.com/en/ProductDetail/?pid=000000000030158436�


http://www.cfoa.org.uk/10276�

http://webarchive.nationalarchives.gov.uk/+/http://www.berr.gov.uk/files/file10150.pdf�

http://www.dh.gov.uk/en/Publicationsandstatistics/lettersand�


http://www.gov.uk/government/uploads/system/uploads/attachment_data/file/14881/fsra-offices-shops.pdf�



http://www.gov.uk/government/uploads/system/uploads/attachment_data/file/14882/fsra-factories-warehouses.pdf�



http://www.legislation.gov.uk/uksi/2005/1541/contents/made�



29

Unit 2: Assess risks associated with fire in simple premises

Unit reference number: J/503/3603

QCF level: 3

Credit value: 5


Unit aim

This unit is about the practitioner, either on their own or in cooperation with others, ensuring that, as far as is reasonably practical, everyone on the premises can escape safely in the event of a fire. This includes making certain that the risk reduction, fire precautions and maintenance routines are sustainable. It applies to simple, as opposed to complex, premises and environments, ie small buildings with a simple layout such as small shops, offices or industrial units with easy means of escape. This does not include premises that have sleeping accommodation or premises used for high fire risk processes or storage. Learners will be working within their personal level of responsibility for advice, information and enforcement issues.


The unit is also appropriate for regulators with responsibility for ensuring the requirements of fire safety and associated regulations are being met through cooperation or enforcement.

NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of assessing fire risks in simple premises.

The responsibility for the assessment lies with the person(s) described within the relevant home nation’s legislation.


Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

30

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

des

crib

e va

lid m

ethodolo

gie

s fo

r fire

ris

k as

sess

men

t in

sim

ple

pre

mis

es

□

fire

ris

k as

sess

men

t, e

g iden

tifica

tion o

f al

l fire

haz

ards

and r

isks

in

pre

mis

es

□

met

hodolo

gie

s —

ris

k bas

ed m

ethodolo

gy,

haz

ard b

ased

m

ethodolo

gy,

fiv

e st

ep m

ethod, si

x st

ep m

ethod,

the

risk

val

ue

mat

rix

met

hod,

indust

rial

met

hod,

algorith

mic

met

hod

□

sim

ple

pre

mis

es,

eg low

occ

upan

cy s

mal

l sc

ale

build

ings

(ie

smal

l off

ice,

sm

all re

tail,

sm

all w

ork

shops,

whic

h d

o n

ot

incl

ude

slee

pin

g

acco

mm

odat

ion a

nd r

esid

ential

build

ings)

1.2

ex

pla

in t

he

princi

ple

s an

d

met

hods

of

fire

saf

ety

in s

imple

pre

mis

es incl

udin

g s

truct

ure

, m

ater

ials

and a

cces

s is

sues

af

fect

ing f

ire

safe

ty

□

princi

ple

s an

d m

ethods

— a

sses

sing h

azar

ds

and r

isks

with r

efer

ence

to

build

ing a

ge,

const

ruct

ion o

f pre

mis

es,

mat

eria

ls u

sed,

build

ing

use

, occ

upan

cy,

visi

tors

, su

rroundin

g r

isks

, la

yout

and c

onte

nt,

eas

e of

acce

ss a

nd e

gre

ss,

loca

lity

of

wat

er s

upplie

s, t

ake

into

acc

ount

curr

ent

pre

cautions

1.3

ex

pla

in w

hy

fire

ris

k as

sess

men

t m

ay b

e use

d t

o just

ify

dep

artu

res

from

codes

of

pra

ctic

e

□

fire

ris

k as

sess

men

t in

sim

ple

pre

mis

es,

eg iden

tifica

tion o

f al

l fire

haz

ards

and r

isks

in s

imple

pre

mis

es

□

just

ifyi

ng d

epar

ture

s fr

om

code

of pra

ctic

e, e

g c

ost

ben

efit a

nal

ysis

, pra

ctic

ality,

alter

nat

ive

solu

tions

to r

isk

anal

ysis

with d

esired

saf

ety

outc

om

es.

1

Under

stan

d

requirem

ents

for

asse

ssin

g f

ire

risk

s as

soci

ated

with

sim

ple

pre

mis

es

1.4

ex

pla

in h

ow

the

princi

ple

s of

fire

sa

fety

can

aff

ect

peo

ple

, pro

per

ty a

nd t

he

envi

ronm

ent

□

effe

ct o

n p

eople

, eg

com

fort

, sa

fety

of

envi

ronm

ent,

work

pra

ctic

es,

support

busi

nes

s co

ntinuity,

pro

tect

em

plo

ymen

t

□

effe

ct o

n p

roper

ty,

eg m

inim

ise

dam

age,

sav

e his

torica

l an

d h

eritag

e si

tes,

min

imis

e finan

cial

loss

□

effe

ct o

n t

he

envi

ronm

ent,

eg r

educe

conta

min

atio

n,

pro

tect

flo

ra

and f

auna

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

des

crib

e th

e purp

ose

of

man

agem

ent

syst

em(s

), p

assi

ve

and a

ctiv

e fire

pro

tect

ion

syst

em(s

) in

sim

ple

pre

mis

es

□

man

agem

ent

syst

ems,

eg fire

safe

ty a

nd/o

r hea

lth a

nd s

afet

y polic

y,

fire

ris

k as

sess

men

t an

d s

ubse

quen

t re

cord

s, f

ire

inst

ruct

ions

(inst

ruct

ions

to b

e ca

rrie

d o

ut

in t

he

even

t of

a fire

)

□

pas

sive

fire

pro

tect

ion s

yste

ms,

eg c

om

par

tmen

talis

atio

n o

f build

ing,

fire

res

ista

nt

mat

eria

ls

□

active

fire

pro

tect

ion s

yste

ms,

eg s

prinkl

ers,

wat

er s

pra

y, o

ther

fire

suppre

ssio

n s

yste

ms

1.6

su

mm

aris

e co

mm

on c

ause

s of

fire

and t

he

signific

ance

of

the

com

mon c

ause

s in

diffe

rent

occ

upan

cies

□

cause

s of

fire

, eg

nak

ed f

lam

es, fu

el e

scap

e, f

lam

mab

le s

ubst

ance

s or

mat

eria

ls,

port

able

hea

ters

, el

ectr

ical

equip

men

t fa

ults,

ele

ctrica

l m

isuse

ie

trai

ling lea

ds,

sock

et o

verload

□

signific

ance

in d

iffe

rent

occ

upan

cies

, eg

hig

h r

isk,

low

ris

k, loca

l au

thority

, re

gio

nal

, nat

ional

sta

tist

ics/

tren

ds

1.7

des

crib

e how

fire

inci

den

ts c

an

impac

t on b

usi

nes

s co

ntinuity

and s

take

hold

ers

in s

imple

pre

mis

es

□

busi

nes

s co

ntinuity,

eg r

estr

icte

d a

cces

s, c

losu

re o

f pre

mis

es,

loss

of

stock

, finan

cial

, lo

ss o

f es

sential

fac

ility

and/o

r eq

uip

men

t fo

r busi

nes

s ac

tivi

ty,

emplo

yee

inju

ry o

r lo

ss

□

stak

ehold

ers,

eg loss

of

cust

om

ers,

loss

of

supplie

rs,

loss

of

inve

stors

1.8

des

crib

e th

e im

pac

t of

the

div

ersi

ty o

f occ

upan

ts in r

elat

ion

to s

afet

y re

sponse

s

□

impac

t of

occ

upan

ts o

n s

afet

y re

sponse

, eg

diffe

rent

hig

h a

nd low

risk

s re

late

d t

o t

he

diffe

rent

occu

pan

cies

in s

imple

pre

mis

es

(num

ber

s an

d d

istr

ibution)

and a

ctiv

itie

s (r

esid

ential

, in

dust

rial

etc

) in

a b

uild

ing

□

div

ersi

ty,

eg c

ultura

l diffe

rence

s, lan

guag

es,

cust

om

s, a

ge,

rac

e,

gen

der

, dis

abili

ty

1.9

def

ine

the

inte

ract

ion a

nd

beh

avio

ur

of

peo

ple

with

com

ponen

ts a

ssoci

ated

with f

ire

pre

vention a

nd d

efen

ce a

gai

nst

fire

in s

imple

pre

mis

es

□

inte

ract

ion a

nd b

ehav

iour,

eg a

war

enes

s an

d u

nder

stan

din

g o

f co

mponen

ts,

com

plia

nce

with inst

ruct

ions

□

com

ponen

ts,

eg a

larm

sys

tem

s, e

quip

men

t, f

ire

inst

ruct

ions,

build

ing

const

ruct

ion

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

32

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

0

des

crib

e th

e fa

ctors

affec

ting t

he

form

ula

tion o

f risk

-appro

priat

e so

lutions

within

org

anis

atio

nal

co

nst

rain

ts,

for

the

pro

tect

ion o

f peo

ple

, pro

per

ty a

nd t

he

envi

ronm

ent

□

fact

ors

, eg

cost

ben

efit a

nal

ysis

, occ

upan

cy,

hig

h/l

ow

ris

k, b

uild

ing

use

, fire

load

ing,

age

of

pre

mis

es,

active

and p

assi

ve f

ire

safe

ty

mea

sure

s

□

risk

-appro

priat

e so

lutions,

eg d

epen

den

t on p

roper

ties

, ex

tent

and

likel

ihood o

f haz

ard c

ausi

ng h

arm

□

org

anis

atio

nal

const

rain

ts,

eg f

inan

ces,

nat

ure

of

busi

nes

s

1.1

1

eval

uat

e th

e ro

le a

nd inte

rest

s of

stak

ehold

ers

in t

he

pro

tect

ion

of

life,

pro

per

ty a

nd t

he

envi

ronm

ent

from

fire

□

the

role

of

stak

ehold

ers,

eg o

wner

s, o

ccupie

rs,

emplo

yees

, cu

stom

ers,

loca

l fire

ser

vice

s, loca

l gove

rnm

ent

dep

artm

ents

□

inte

rest

s of

stak

ehold

ers,

eg s

afet

y of

peo

ple

, re

duce

d lev

el o

f in

jury

an

d life,

fin

anci

al c

ost

to indiv

idual

, busi

nes

s an

d c

ountr

y m

ainte

nan

ce o

f her

itag

e, c

ontinuity

of

emplo

ymen

t an

d b

usi

nes

s,

low

er insu

rance

cla

ims

2.1

ex

pla

in h

ow

to a

cces

s so

urc

es o

f sp

ecia

list

advi

ce a

nd s

upport

□

so

urc

es,

eg loca

l fire

and r

escu

e se

rvic

es,

web

site

s, B

usi

nes

s Li

nk,

fire

saf

ety

consu

ltan

ts

2.2

su

mm

aris

e th

e re

leva

nt

nat

ional

le

gis

lative

fra

mew

ork

and t

he

mec

han

ism

s of

enfo

rcem

ent

in

new

, al

tere

d a

nd e

xist

ing

build

ings

□

nat

ional

leg

isla

tive

fra

mew

ork

and s

ubse

quen

t updat

es,

eg

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

Fire

and R

escu

e Ser

vice

s Act

2004

□

enfo

rcem

ent

mec

han

ism

s, e

g n

on-c

onfo

rmity

advi

ce,

enfo

rcem

ent

notice

s, leg

al o

rder

s

2

Under

stan

d

pro

cess

es a

nd

guid

ance

rel

evan

t to

fire

risk

as

sess

men

t in

si

mple

pre

mis

es

2.3

ex

pla

in o

rgan

isat

ional

polic

y an

d

work

ing p

ract

ices

in r

elat

ion t

o

risk

ass

essm

ent

in s

imple

pre

mis

es

□

org

anis

atio

nal

polic

y, e

g f

ire

inst

ruct

ions,

busi

nes

s co

ntinuity

pla

n

□

work

ing p

ract

ices

, eg

within

sm

all off

ice,

sm

all re

tail,

sm

all

work

shops

whic

h d

o n

ot

incl

ude

slee

pin

g a

ccom

modat

ion a

nd

resi

den

tial

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

ex

pla

in t

he

met

hods

and

tech

niq

ues

for

iden

tify

ing,

asse

ssin

g a

nd inte

rpre

ting

rele

vant

dat

a an

d a

ssoci

ated

in

form

atio

n

□

met

hods

and t

echniq

ues

for

iden

tify

ing,

eg r

efer

ence

to p

lans,

vis

it

to p

rem

ises

, ques

tionin

g o

f re

leva

nt

peo

ple

(ow

ner

, ar

chitec

t,

build

er)

□

met

hods

and t

echniq

ues

for

asse

ssin

g,

eg v

alid

atin

g,

auth

entica

ting,

ensu

ring r

elev

ance

, ap

ply

ing c

onsi

sten

cy,

ensu

ring s

uff

icie

ncy

(by

refe

rrin

g t

o g

uid

ance

docu

men

ts,

spec

ialis

t en

gin

eers

)

□

met

hods

and t

echniq

ues

for

inte

rpre

ting,

eg q

uan

tita

tive

ly,

qual

itat

ivel

y, leg

ally

□

rele

vant

dat

a an

d a

ssoci

ated

info

rmat

ion,

eg d

imen

sions,

lay

out,

co

nst

ruct

ion m

ater

ial, u

se o

f pre

mis

es

2.5

ex

pla

in t

he

consu

ltat

ion

pro

cedure

s re

lating t

o f

ire

safe

ty □

co

nsu

ltat

ion p

roce

dure

s, e

g b

etw

een o

wner

and loca

l fire

auth

ority

an

d loca

l au

thority

build

ing c

ontr

ol

2.6

su

mm

aris

e th

e ro

les,

re

sponsi

bili

ties

, le

vel of

auth

ority

an

d r

equirem

ents

of

self a

nd

oth

ers

within

the

conte

xt o

f fo

rmal

pro

ceed

ings

□

form

al p

roce

edin

gs,

eg e

nfo

rcem

ent

notice

, le

gal

pro

secu

tion

□

oth

ers,

eg o

wner

, occ

upie

r, b

uild

er,

arch

itec

t, loca

l build

ing a

uth

ority

□

role

s, a

uth

ority

lev

el a

nd r

equirem

ents

of

self,

eg f

ire

safe

ty

insp

ecto

r, a

uditor,

enfo

rcem

ent

offic

er,

pro

vidin

g info

rmat

ion,

advi

ce

and g

uid

ance

to r

elev

ant

per

sons

□

role

s, a

uth

ority

lev

el a

nd r

equirem

ents

of

oth

ers,

eg o

wner

, occ

upie

r, b

uild

er,

loca

l au

thority

build

ing c

ontr

ol, a

rchitec

ts,

supplie

rs o

f co

nst

ruct

ion m

ater

ials

, pro

vidin

g info

rmat

ion,

advi

ce a

nd

guid

ance

to r

elev

ant

per

sons

2.7

cr

itic

ally

com

par

e th

e guid

ance

an

d c

odes

of

pra

ctic

e th

at

addre

ss s

afet

y of

life

from

fire

and c

om

plia

nce

with leg

isla

tion

for

sim

ple

fire

safe

ty m

easu

res

□

guid

ance

and c

odes

of

pra

ctic

e ad

dre

ssin

g s

afet

y of

life

from

fire,

an

d s

ubse

quen

t updat

es,

eg A

ppro

ved D

ocu

men

t B;

Build

ing B

ulle

tin

100;

BS 9

999;

Fire

codes

; H

ealth T

echnic

al M

emora

nda

(HTM

) an

d

oth

er r

elev

ant

fire

saf

ety

guid

ance

□

legis

lation f

or

sim

ple

fire

safe

ty m

easu

res,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

ev

aluat

e th

e ty

pe

and lev

el o

f risk

ass

oci

ated

with iden

tified

haz

ards

□

type

of

risk

s, e

g m

ay c

ause

dea

th,

serious

inju

ry,

min

or

inju

ry

□

leve

l of

risk

, eg

low

, m

ediu

m,

hig

h

3.2

id

entify

all

phys

ical

are

as w

ithin

th

e sc

ope

of

the

eval

uat

ion

□

eval

uat

ion s

cope,

eg c

larifica

tion

of

scope

with c

lient/

ow

ner

□

phys

ical

are

a, e

g c

om

par

tmen

t/ro

om

, co

rrid

or,

sta

irw

ell, lobby,

m

ezza

nin

e floor

3.3

id

entify

rel

evan

t peo

ple

who

may

be

at r

isk

□

rele

vant

peo

ple

, eg

ow

ner

, em

plo

yees

, re

siden

ts,

visi

tors

, peo

ple

in

adja

cent

area

s, m

ember

s of

the

public

3.4

det

erm

ine

the

signific

ance

of

iden

tified

ris

ks a

nd t

hei

r pote

ntial

for

har

m t

o p

eople

, pro

per

ty a

nd t

he

envi

ronm

ent

□

risk

sig

nific

ance

, eg

mea

sure

men

t of

leve

l of

import

ance

of

haz

ard’s

pote

ntial

to c

ause

har

m

□

har

m t

o p

eople

, eg

phys

ical

har

m,

psy

cholo

gic

al h

arm

, im

med

iacy

, sh

ort

ter

m,

long t

erm

, per

man

ent,

har

m c

ausi

ng t

ime

off

work

□

har

m t

o p

roper

ty,

eg loca

lised

within

pro

per

ty,

pro

per

ty w

ide,

ad

jace

nt

pro

per

ty,

cost

of

type

of

dam

age

□

har

m t

o e

nvi

ronm

ent,

eg f

lora

, fa

una,

im

med

iate

, sh

ort

ter

m,

long

term

, co

st o

f ty

pe

of

dam

age

3.5

ev

aluat

e th

e ef

fect

iven

ess

of

curr

ent

contr

ol m

easu

res

□

effe

ctiv

enes

s of

contr

ol m

easu

res,

eg s

ucc

ess

or

not

of

contr

ol

mea

sure

to r

educe

or

erad

icat

e risk

3

Be

able

to e

valu

ate

fire

haz

ards

and

risk

s in

sim

ple

pre

mis

es

3.6

det

erm

ine

the

nee

d f

or

exis

ting

or

new

contr

ol m

easu

res

□

det

erm

inin

g e

ffec

tive

nes

s, e

g c

onsi

der

atio

n o

f le

vel of

risk

pose

d,

impac

t of

risk

, pro

bab

ility

of

risk

, co

st b

enef

it a

nal

ysis

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

dev

elop s

uitab

le o

ptions

to

elim

inat

e, r

educe

or

contr

ol risk

s in

sim

ple

pre

mis

es

□

dev

elop s

uitab

le o

ptions,

eg r

emove

haz

ard,

move

haz

ard,

pro

tect

haz

ard,

pro

tect

surr

oundin

g a

rea

and/o

r per

sons

4.2

dev

elop a

rat

ional

e fo

r prioritisa

tion a

gai

nst

critica

l fa

ctors

to s

upport

ris

k m

anag

emen

t dec

isio

ns

□

dev

elop a

rat

ional

e, e

g p

rovi

de

a va

lidat

ion p

roce

ss,

qual

itat

ive

and/o

r quan

tita

tive

, to

ord

er d

ata

□

critic

al f

acto

rs t

o s

upport

dec

isio

ns,

eg r

educi

ng r

isk,

conta

inin

g r

isk,

el

imin

atin

g r

isk,

cost

, pote

ntial

dis

ruption t

o n

orm

al w

ork

, fe

asib

ility

of

option im

ple

men

tation

4.3

se

ek a

dvi

ce a

nd s

upport

to

addre

ss iss

ues

that

are

outs

ide

of

ow

n lev

el o

f re

sponsi

bili

ty o

r ex

per

tise

□

seek

advi

ce a

nd s

upport

, eg

saf

ety,

engin

eering,

legal

, co

nst

ruct

ion

□

leve

l of

resp

onsi

bili

ty o

r ex

per

tise

, eg

dep

enden

t on job t

itle

, des

crip

tion,

role

map

4.4

obta

in a

gre

emen

t an

d a

ppro

val

from

those

with t

he

auth

ority

to

take

forw

ard a

ctio

ns

that

hav

e bee

n d

eter

min

ed

□

obta

in a

gre

emen

t an

d a

ppro

val, e

g t

hro

ugh d

iffe

rent

com

munic

atio

n

styl

es (

verb

ally

, in

writing,

report

s, p

rese

nta

tions)

, ch

ecki

ng

under

stan

din

g,

neg

otiat

ing s

kills

, in

fluen

cing s

kills

□

those

with a

uth

ority

to t

ake

forw

ard a

ctio

ns,

eg s

enio

r m

anag

ers/

off

icer

s, leg

al r

epre

senta

tive

s, loca

l au

thority

off

icer

s

4

Be

able

to a

gre

e so

lutions

to

min

imis

e risk

s fr

om

fire

in s

imple

pre

mis

es

4.5

ad

vise

on a

ctio

ns

to m

eet

legal

an

d s

tatu

tory

req

uirem

ents

and

implic

atio

ns

of

non-c

om

plia

nce

□

giv

ing a

dvi

ce,

eg c

omm

unic

atio

n s

tyle

, in

fluen

cing s

kills

, diffe

rentiat

ing d

esirab

le a

nd e

ssen

tial

act

ions,

prioritisi

ng a

ctio

ns,

gai

nin

g a

gre

emen

t, c

larify

ing inte

rpre

tation o

f st

andar

ds

□

legal

and s

tatu

tory

req

uirem

ents

, an

d s

ubse

quen

t updat

es,

eg

Appro

ved D

ocu

men

t B;

Build

ing B

ulle

tin 1

00;

BS 9

999;

Fire

codes

; H

ealth T

echnic

al M

emora

nda

(HTM

) an

d o

ther

rel

evan

t fire

saf

ety

guid

ance

, Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

incl

udin

g

subse

quen

t am

endm

ents

□

implic

atio

ns

of

non-c

om

plia

nce

, eg

leg

al p

rose

cution,

fines

, cl

osu

re

of

pre

mis

es,

impriso

nm

ent


36


Delivery



When delivering learning outcome 1 it is important that the centre provides learners with opportunities to investigate a range of methodologies used in fire risk assessment in simple premises. Learners can then develop their higher order thinking skills in order to explain and justify the methods to be used. The centre should also provide access to case studies or desktop scenarios that show the different management and fire protection systems used in simple premises, and the common causes of fire. By using case studies learners can develop their knowledge of how different occupancies are affected. Within the case studies and desktop scenarios the centre should ensure that a range of diverse occupancy groups and cultures are used. Case studies can be used to develop learners’ evaluation skills.

Learning outcome 2 focuses on the information and guidance that is available when assessing risk in simple premises. Learners should be given the opportunity to investigate a range of sources of advice and support, and the relevant legislative framework that is in place at time of delivery. It is important that sources are not simply provided for investigation, and that learners are encouraged to undertake independent research, therefore developing the ability to explain where to access support. Learners also need to develop their understanding of the roles and responsibilities of personnel involved within formal proceedings. Delivery may be enhanced using guest speakers from, or visits to, the fire industry, with learners asking questions to extend their thinking.

For learning outcome 3 learners will apply their knowledge and understanding to practical situations. Formative opportunities should be provided through the use of case studies, role-play scenarios or desktop scenarios.

Delivery of learning outcome 4 should follow that of learning outcome 3, and will require learners to propose solutions to minimise risks from fire in simple premises. The use of case studies, desktop scenarios and role-play scenarios will allow learners to apply their knowledge to a range of premises, and make them aware of the different solutions available. Centres should give learners the opportunity to explore a range of legal and statutory requirements and the implications of non-compliance.

Assessment


For the practical components, simulation in a learning and development environment is recommended, but assessment in a workplace environment is also permitted.


37


For AC1.1 learners must describe the methodologies used in fire risk assessment within simple premises. This description should be more than a list, and should include all relevant information in relation to the different methodologies available.

AC1.2 requires learners to explain the principles and methods of fire safety, including structure, materials and access issues. They need to set out the principles in detail and use examples to support the information presented.

AC1.3 requires an explanation of why fire risk assessment may be used to justify the departure from current codes of practice, with examples.

AC1.4 focuses on the impact of fire safety on people, property and the environment. To achieve this criterion, learners must provide evidence that covers all aspects, with examples to support their evidence. These examples may come from case studies used in the delivery of the outcome, from independent study or from industry if learners are currently employed.

The evidence for AC1.5 should provide sufficient detail in relation to the purpose of management systems, and passive and active fire protection systems used in simple premises. The evidence should be more detailed than a simple list of those available, and should include the relevant features of each system.

Evidence for AC1.6 should cover a range of common causes of fire, and the significance of each in different occupancies, as indicated in the unit amplification. Learners should articulate the main points of each cause and the essential significances on different occupancies.

Evidence for AC1.7 and 1.8 could be integrated using a case study analysis. AC1.7 requires learners to describe the impact fire incidents can have on businesses and their stakeholders in simple premises, while AC1.8 requires them to describe the impact of the diversity of occupants in relation to safety response provided. Using appropriate case studies, evidence for both of these criteria can be provided, linking the main impacts to the case study.

AC1.9 requires learners to provide evidence that shows how people interact with fire prevention and defence in simple premises, showing the effects of their behaviour, awareness and understanding.

Evidence for AC1.10 and 1.11 may be integrated and developed through the use of a desktop scenario that requires learners to describe the factors that affect the formulation of risk appropriate solutions in a given situation and then evaluate the role and interests of stakeholders involved. It is important that learners provide evidence of evaluation for AC1.11. Learners should review the information, then bring it together to form a conclusion, giving evidence for each of their views or statements.

To achieve AC2.1 learners need to investigate different sources of specialist advice and support, and explain how to access them. It is not sufficient to simply describe the methods used; the explanation must clearly set out the how and why, with examples.

For AC2.2, learners should provide a summary of the legislative framework and mechanisms of enforcement that are in operation at the time of delivery. This summary should set out the main points of the legislation, including the essential features.

AC2.3 might be assessed using case studies or a desktop scenario which allows learners to explain an organisation’s policy and working practices in relation to risk assessment. Learners must focus on practices that apply to simple premises.


38

AC2.4 requires learners to explain methods and techniques used to identify, assess and interpret data and associated information. Learners do not need to analyse the data, but should set out how and why the data can be identified, assessed and interpreted, making reference to the relevant unit content.

Evidence for AC2.5 and 2.6 could be generated together, allowing learners to explain the consultation procedures relating to fire safety, and to summarise the roles, responsibilities and levels of authority. If a case study is provided for learners to use, this could be done as a written task or presentation, with learners applying their knowledge to the case.

AC2.7 requires learners to investigate and critically compare a range of guidance and codes of practice that address safety. A critical comparison requires learners to identify the main factors that apply in two or more situations, explain the similarities and differences or advantages and disadvantages, and then weigh up both positive and negative points before making a judgement on the findings.

Assessment of learning outcome 3 should be practical where possible, allowing learners to apply the knowledge attained through study of learning outcomes 1 and 2. Assessment could be linked to a case study, role play or desktop scenario. AC3.1 requires learners to evaluate the risks associated with identified hazards. The evidence should show how learners have reviewed the information and come to conclusions, giving evidence for each of their views or statements.

For AC3.2 learners should move on to identify all the physical areas within the scope of evaluation, as indicated in the unit content. As part of the same exercise, learners could identify the people who may be at risk to achieve AC3.3, and determine the significance of the risks identified for AC3.4.

Evidence for AC3.5 and 3.6 could be generated together, with learners evaluating the effectiveness of the control measures in place in the case study or exercise, determining the need for the existing control measures, or proposing new control measures as appropriate.

If a case study, role play or desktop scenario is used for learning outcome 3, the same exercise could be used for learning outcome 4. AC4.1 requires learners to develop options to eliminate, reduce or control risks in simple premises, as indicated in the unit content.

This can then be prioritised with a rationale being given for the process to achieve AC4.2. Learners could then do a role play or a written desktop scenario with assessors undertaking a role and learners seeking advice and support as necessary.

For AC4.3 learners should show how they would seek advice, and who they would approach for advice.

For AC4.4 they need to obtain agreement to take forward actions that have been determined. For this assessors could adopt the role of an authority figure, and learners could provide evidence in the form of a report or presentation to obtain approval.

Finally for AC4.5, assessors could adopt the role of a person seeking advice, and learners could then give advice on actions that can be taken to meet legal and statutory requirements and the implications of non-compliance.


39


Documents



























40

Unit 3: Confirm measures are in place to protect people from fire in simple premises


QCF level: 3

Credit value: 5


Unit aim

This unit is about ensuring that required fire safety resources are available, including active and passive fire protection systems. It applies to simple, as opposed to complex, premises and environments, ie small buildings with a simple layout such as small shops, offices or industrial units with easy means of escape. This does not include premises that have sleeping accommodation or premises that are used for high fire risk processes or storage. Implementation will be in accordance with a pre-determined risk assessment and risk management system to ensure that the risk reduction, fire precautions and maintenance routines are sustained.



NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of the protection of people from fire in simple premises.


Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

41

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

des

crib

e th

e ra

nge,

typ

e an

d

purp

ose

of

fire

pre

cautions

in

pla

ce

□

range

— p

reve

ntion,

det

ection,

esca

pe,

inst

ruct

ion

□

type,

eg b

espoke

fire

safe

ty e

ngin

eering (

usi

ng a

ppro

priat

e co

nst

ruct

ion m

ater

ials

and t

echniq

ues

), a

larm

sys

tem

s, e

quip

men

t,

signag

e, s

afet

y pla

ns,

tra

inin

g

□

purp

ose

— s

top f

ires

occ

urr

ing,

det

ect

fire

s w

hen

they

do o

ccur

and

rais

e al

arm

, al

low

saf

e ev

acuat

ion,

clar

ify

role

s an

d r

esponsi

bili

ties

1.2

des

crib

e ex

isting inte

rnal

and

exte

rnal

fire

safe

ty m

anag

emen

t sy

stem

s

□

inte

rnal

, eg

ala

rm,

emer

gen

cy lig

hting,

signag

e, s

prinkl

ers,

fire

inst

ruct

ion,

trai

nin

g

□

exte

rnal

, eg

fire

risk

ass

essm

ent,

monitore

d a

larm

1.3

id

entify

who h

as r

esponsi

bili

ty

for

fire

saf

ety

man

agem

ent

syst

ems

□

fire

saf

ety

man

agem

ent

resp

onsi

bili

ty,

eg o

rgan

isat

ional

fire

safe

ty/h

ealth a

nd s

afet

y polic

y, d

esig

nat

ed r

esponsi

ble

per

sons

(fire

war

den

s/sa

fety

off

icer

s),

pol

icy

ow

ner

, tr

ainin

g m

anag

er

1.4

ex

pla

in t

he

inte

rnal

and e

xter

nal

ch

ecki

ng a

nd c

ertifica

tion

pro

cedure

s an

d t

hei

r fr

equen

cy

□

inte

rnal

chec

king in s

imple

pre

mis

es,

eg a

udits,

chec

klis

t, r

evie

ws,

ev

aluat

ions,

all

with S

MART o

bje

ctiv

es

□

exte

rnal

chec

king in s

imple

pre

mis

es,

eg f

ire

risk

ass

essm

ent

as

required

by

the

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

1

Under

stan

d

requirem

ents

for

the

pro

tect

ion o

f peo

ple

fro

m f

ire

in

sim

ple

pre

mis

es

1.5

su

mm

aris

e th

e pro

cedure

s fo

r re

port

ing d

efic

ienci

es,

def

ects

, dam

age

or

om

issi

ons

and w

ho

has

auth

ority

to t

ake

corr

ective

ac

tion

□

pro

cedure

s fo

r re

port

ing,

eg b

y co

nta

ctin

g o

wner

, occ

upie

r, loca

l au

thority

fire

serv

ice

□

corr

ective

act

ion a

uth

ority

, eg

pre

mis

es m

anag

emen

t te

am,

pre

mis

es m

ainte

nan

ce t

eam

, ex

tern

al c

ontr

acto

rs

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.6

ex

pla

in h

ow

to m

ainta

in

effe

ctiv

enes

s in

the

imple

men

tation o

f cu

rren

t fire

pro

cedure

s an

d o

ther

co

ntingen

cy a

rran

gem

ents

□

fire

pro

cedure

s an

d c

ontingen

cy a

rran

gem

ents

, eg

act

ions

to b

e ta

ken in t

he

even

t of

a fire

, ev

acuat

ion p

roce

dure

s, b

usi

nes

s co

ntinuity

pla

ns

□

mai

nta

inin

g im

ple

men

tation e

ffec

tive

nes

s, e

g r

egula

r ch

ecks

, te

sts

and t

rain

ing a

nd t

he

eval

uat

ion o

f th

ese

activi

ties

with r

egar

d t

o

iden

tify

ing im

pro

vem

ents

1.7

des

crib

e th

e tr

ainin

g

requirem

ents

in r

elat

ion t

o

pro

tect

ion o

f peo

ple

fro

m f

ire

□

trai

nin

g r

equirem

ents

, eg

fire

inst

ruct

ions,

eva

cuat

ion p

roce

dure

s,

use

of

extinguis

her

s, f

ire

bla

nke

ts a

nd o

ther

rel

evan

t eq

uip

men

t

1.8

ex

pla

in t

he

org

anis

atio

nal

re

quirem

ents

for

reco

rds

asso

ciat

ed w

ith f

ire

safe

ty

equip

men

t, f

ire

pre

cautions

and

man

agem

ent

syst

ems

□

org

anis

atio

nal

rec

ord

req

uirem

ents

, eg

rec

ord

s of

test

ing,

trai

nin

g,

upgra

din

g a

nd r

epla

cem

ent

1.9

ex

pla

in o

wn a

nd o

ther

s’

resp

onsi

bili

ties

in m

ainta

inin

g

fire

saf

ety

requirem

ents

for

pre

mis

es u

ser(

s)

□

ow

n,

eg a

s fire

saf

ety

auditor

□

oth

ers,

eg o

wner

, occ

upie

r, loca

l au

thority

build

ing c

ontr

ol,

inst

alla

tion c

om

pan

ies,

mai

nte

nan

ce c

om

pan

ies

(bas

ed o

n d

etai

ls o

f co

ntr

acts

)

□

resp

onsi

bili

ties

, eg

com

plia

nce

with leg

al r

equirem

ents

, pro

visi

on o

f fire

ris

k as

sess

men

t

1.1

0

expla

in h

ow

to a

cces

s so

urc

es o

f in

form

atio

n,

advi

ce a

nd s

upport

□

so

urc

es o

f in

form

atio

n,

advi

ce a

nd s

upport

, an

d s

ubse

quen

t updat

es,

eg loca

l au

thority

fire

serv

ice,

loca

l au

thority

build

ing/p

lannin

g

dep

artm

ent,

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

CFO

A f

ire

safe

ty g

uid

ance

note

s an

d a

udit f

orm

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

co

nfirm

ther

e ar

e su

ffic

ient

fire

sa

fety

mea

sure

s an

d r

esourc

es

of

the

corr

ect

type

in t

he

corr

ect

loca

tion t

o m

eet

the

requirem

ents

of

the

risk

as

sess

men

t

□

fire

saf

ety

mea

sure

s an

d r

esourc

es,

eg a

larm

sys

tem

s, f

ire

suppre

ssio

n s

yste

ms,

equip

men

t, s

ignag

e, t

rain

ing,

fire

in

stru

ctio

ns/

safe

ty p

lans

□

suitab

ility

, lo

cation a

nd s

uff

icie

ncy

det

erm

inat

ion,

eg t

o c

om

ply

with

the

requirem

ents

of

the

fire

ris

k as

sess

men

t (t

o r

educe

ris

k to

an

acce

pta

ble

lev

el)

□

confirm

atio

n r

equirem

ents

, eg

corr

ectly

inst

alle

d a

nd m

ainta

ined

, su

ffic

ient

reco

rds

of

test

ing a

nd t

rain

ing,

rele

vant

cert

ific

ates

(i

ncl

udin

g t

hose

fro

m b

uild

ing c

ontr

ol)

, co

nfirm

atio

n f

rom

loca

l au

thority

fire

serv

ice

2.2

co

nfirm

suffic

ient

notice

s an

d

inst

ruct

ions

rela

ting t

o

equip

men

t ar

e co

rrec

tly

pla

ced,

are

legib

le a

nd c

urr

ent

□

types

of

notice

s an

d inst

ruct

ions,

eg f

or

alar

m s

yste

ms,

for

extinguis

her

s, f

or

fire

suppre

ssio

n s

yste

ms,

for

esca

pe

pla

ns

and

signs

□

des

ign r

equirem

ents

, eg

BS 5

499:P

art

1:1

990,

and s

ubse

quen

t updat

es,

for

signs,

and B

S E

N 3

-10:2

009,

and s

ubse

quen

t updat

es,

for

extinguis

her

s

□

use

, pla

cem

ent

and s

uffic

iency

, eg

in lin

e w

ith h

azar

ds

pre

sent,

bas

ed o

n r

isk

asse

ssm

ent

and c

ontr

ol

□

confirm

atio

n r

equirem

ents

, eg

inst

alla

tion,

mai

nte

nan

ce a

nd t

rain

ing

cert

ific

ates

and r

ecord

s

2

Be

able

to e

nsu

re

reso

urc

es a

re

avai

lable

to

man

age

fire

ris

ks

in s

imple

pre

mis

es

2.3

co

nfirm

peo

ple

with f

ire

safe

ty

resp

onsi

bili

ty a

re a

war

e of

thei

r ro

le a

nd t

he

trai

nin

g t

hey

are

re

quired

to u

nder

take

□

role

s, e

g o

wner

s, s

afet

y m

anag

ers,

fire

war

den

s, f

ire

safe

ty a

dvi

sors

□

trai

nin

g r

equirem

ents

, eg

initia

l tr

ainin

g c

ours

es,

qual

ific

atio

ns,

m

ainte

nan

ce o

f co

mpet

ence

and s

kills

□

chec

king a

war

enes

s, e

g r

evie

w a

nd a

ppra

isal

act

ivitie

s

□

confirm

atio

n r

equirem

ents

, eg

initia

l tr

ainin

g/

qual

ific

atio

ns,

m

ainte

nan

ce o

f co

mpet

ence

and s

kills

cer

tifica

tes

and r

ecord

s

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

co

nfirm

arr

angem

ents

and

action p

lans

for

acce

ss,

egre

ss

and e

vacu

atio

n a

re c

onfirm

ed

□

arra

ngem

ents

and a

ctio

n p

lan r

equirem

ents

, eg

cle

ar p

lans

and

inst

ruct

ions

avai

lable

with f

ire

risk

ass

essm

ent,

and a

vaila

ble

to a

ll re

leva

nt

per

sons

□

confirm

atio

n r

equirem

ents

, eg

rec

ord

s of

drills

and t

rain

ing a

ctiv

itie

s

2.5

notify

appro

priat

e peo

ple

of

any

def

icie

nci

es,

def

ects

and lac

k of

reso

urc

es

□

appro

priat

e peo

ple

, eg

ow

ner

s, o

ccupie

rs,

resi

den

ts,

inst

alla

tion a

nd

mai

nte

nan

ce c

ontr

acto

rs,

loca

l au

thority

fire

serv

ice

□

det

ails

req

uired

, eg

haz

ard invo

lved

, pro

bab

ility

of

har

m a

nd/o

r dam

age

bei

ng c

ause

d,

impac

t of haz

ard c

ausi

ng h

arm

and/o

r dam

age,

furt

her

contr

ol m

easu

res

avai

lable

, urg

ency

of

repai

r re

quired

, im

plic

atio

ns

on p

rem

ises

whils

t def

icie

ncy

, def

ect,

lac

k of

reso

urc

e is

in p

lace

□

notifica

tion m

ethods

and r

equirem

ents

, eg

phone,

em

ail, w

riting,

face

-to-f

ace,

info

rmin

g o

f det

ails

and im

plic

atio

ns

as w

ell as

tim

esca

les

invo

lved

in e

stab

lishin

g f

ull

contr

ol m

easu

res

for

risk

in

volv

ed


45


Delivery



When delivering learning outcome 1 it is important that the centre provides learners with opportunities to study a range of fire precautions in place in differing simple premises. The types and purpose of each of the precautions examined should be clearly defined to give learners understanding across a range of methods. Learners need access to case studies to develop their skills of description and examination. Centres may wish to use desktop scenarios or role-play activities to undertake formative assessment of learners’ knowledge and understanding prior to any summative assessment activity.

Learning outcome 2 requires the practical application of knowledge. Tutors could give learners a range of scenarios to deal with and ask them to assess the sufficiency of fire safety measures in place. Learners could also use the scenarios to confirm that the requirements of the legislation are being met, and that those with responsibility for fire safety have sufficient training.

Assessment




For AC1.1, learners need to describe the range, type and purpose of fire precautions in place in a simple premises, as indicated in the unit amplification. The information must include all three elements and all the main features of the precautions in place.

AC1.2 requires learners to describe at least one existing internal and one existing external fire safety management system.

AC1.3 may be achieved through the use of an organisational chart that identifies the responsibility structure in place in relation to fire safety management. Learners must identify the roles indicated in the unit amplification and include brief detail as to the responsibilities of each role.

AC1.4 requires learners to produce evidence that explains the methods that have been used to check and certify internal and external fire precautions methods in simple premises. Learners need to cover internal methods listed in the unit amplification, and also show the frequency of required checks. Learners need to explain the external methods used and how they meet the requirements of the associated legislation. The evidence should include more details than a description, with reasons and examples.


46

AC1.5 requires learners to review and summarise how deficiencies, defects, damage or omissions are reported and who has the authority to take corrective action. This may be done through the use of role play or a desktop scenario which allows learners to apply their knowledge.

To achieve AC1.6 learners must explain how to maintain the effectiveness of fire procedures and contingency arrangements. Learners should use examples of a range of procedures, and how the implementation and effectiveness of each one can be maintained, including through regular testing and training.

For AC1.7 learners need to describe the training requirements related to the protection of people from fire.

AC1.8 requires learners to explain the records associated with fire safety equipment, fire precautions and management systems. For each record learners should provide information as to why the record is kept and how the record is maintained in relation to organisational requirements.

AC1.9 requires learners to explain their own and others’ responsibilities for maintaining the fire safety requirements in a simple premises. Evidence should include examples of both their responsibilities and those of the owner, the local authority and any other stakeholders involved in the maintenance of fire safety requirements.

AC1.10 requires learners to explain how to access information, advice and support. Evidence should show both the sources of information and how they can be accessed, with examples.

Learning outcome 2 may be undertaken as a practical exercise using a role play or desktop scenario to enable learners to apply their knowledge to a given scenario. The scenario should be sufficiently detailed as to allow learners to provide evidence that fully meets all the assessment criteria.

For AC2.1 learners need to review the information provided in a case study or scenario and to confirm that the fire safety measures and resources are correct and suitable to meet the requirements of the risk assessment in the simple premises.

AC2.2 then requires learners to confirm that fire equipment notices and instructions are correctly placed, are current and legible. Learners must include all required types of notice for the scenario.

Evidence for AC2.3 should show that learners have identified the roles of people with fire safety responsibility, and checked that those people are aware of their role requirements and the training they need to undertake.

For AC2.4 learners need to show that arrangements are in place, including an action plan if necessary, in relation to access, egress and evacuation. Evidence should include recorded information of evacuation drills and any training activities.

AC2.5 requires learners to report any deficiencies, defects or lack of resources to the appropriate people. Assessors could adopt the role of an appropriate person to receive the report. The report should show who the appropriate person is, the details that are required and the notification methods that can be used. Assessors may use verbal questioning to ensure learners have knowledge of a range of notification methods.


47


Documents













BS 5266-1:2011 Emergency lighting — Part 1: Code of practice for the emergency escape lighting of premises

http://shop.bsigroup.com/ProductDetail/?pid=000000000030263986

BS 5839-9:2011 Fire detection and fire alarm systems code of practice

http://shop.bsigroup.com/en/ProductDetail/?pid=000000000030187282














http://shop.bsigroup.com/ProductDetail/?pid=000000000030263986�





48

Unit 4: Review fire protection systems in simple premises

Unit reference number: R/503/3412

QCF level: 3

Credit value: 5


Unit aim

This unit is about advising on management control systems and practices, and active and passive systems affording protection from fire to people, property and the environment. It covers the range of resources and equipment available relevant to the prevention, control, containment or elimination of the outbreak of fire or related incidents. It applies to simple, as opposed to complex, premises and environments, ie small buildings with a simple layout such as small shops, offices or industrial units with easy means of escape. This does not include premises that have sleeping accommodation or premises used for high fire risk processes or storage. Learners will work within their personal level of responsibility and authority for providing advice and information and dealing with compliance issues.




Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

49

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

des

crib

e th

e le

gis

lative

fr

amew

ork

, co

nsu

ltat

ion

pro

cedure

s an

d o

ther

m

echan

ism

s fo

r ac

hie

ving f

ire

pro

tect

ion w

ithin

exi

stin

g,

pro

pose

d a

nd a

lter

ed p

rem

ises

□

legis

lation,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005,

Appro

ved D

ocu

men

t B;

Build

ing B

ulle

tin 1

00;

BS 9

999;

Fire

codes

; H

ealth T

echnic

al M

emora

nda

(HTM

) an

d o

ther

re

leva

nt

fire

saf

ety

guid

ance

□

consu

ltat

ion p

roce

dure

s, e

g b

etw

een o

wner

/arc

hitec

t/ b

uild

er a

nd

loca

l fire

auth

ority

, an

d o

wner

/arc

hitec

t/ b

uild

er a

nd loca

l au

thority

build

ing c

ontr

ol

□

oth

er m

echan

ism

s, e

g b

espoke

engin

eere

d s

olu

tions,

bes

poke

ris

k co

ntr

ol m

easu

res

1

Under

stan

d

legis

lative

and

org

anis

atio

nal

re

quirem

ents

ap

plic

able

to f

ire

pro

tect

ion s

yste

ms

in s

imple

pre

mis

es

1.2

ex

pla

in t

he

step

s to

tak

e to

work

in

par

tner

ship

with o

ther

s in

ord

er t

o a

chie

ve a

sat

isfa

ctory

le

vel of

fire

saf

ety

□

oth

ers,

eg p

riva

te f

ire

pro

tect

ion c

om

pan

ies,

arc

hitec

ts,

build

ers,

occ

upie

rs,

loca

l au

thority

fire

serv

ices

, lo

cal au

thority

build

ing/p

lannin

g o

ffic

es

□

work

ing in p

artn

ersh

ip p

ract

ice,

eg f

orm

ing S

ervi

ce L

evel

Agre

emen

ts r

egar

din

g inst

alla

tion a

nd m

ainte

nan

ce c

ontr

acts

, ag

reem

ents

reg

ardin

g c

om

plia

nce

and s

atis

fact

ion o

f le

vels

of

fire

sa

fety

□

satisf

acto

ry lev

el,

eg c

ontr

ol m

easu

res

suff

icie

nt

to r

educe

ris

k le

vels

to

the

satisf

action o

f al

l par

ties

and r

elev

ant

legis

lation

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

id

entify

key

asp

ects

of

nat

ional

an

d inte

rnat

ional

sta

ndar

ds,

co

des

of

pra

ctic

e, g

uid

ance

and

legis

lation t

hat

addre

ss

pro

tect

ion o

f peo

ple

, pro

per

ty

and t

he

envi

ronm

ent

from

fire

□

nat

ional

and inte

rnat

ional

sta

ndar

ds,

and s

ubse

quen

t updat

es,

eg

Appro

ved D

ocu

men

t B;

Build

ing B

ulle

tin 1

00

□

codes

of

pra

ctic

e, a

nd s

ubse

quen

t updat

es,

eg B

S 9

999;

Fire

codes

; H

ealth T

echnic

al M

emora

nda

(HTM

) an

d o

ther

rel

evan

t fire

saf

ety

guid

ance

□

guid

ance

, eg

BS 7

974:2

001,

Com

munitie

s an

d L

oca

l G

ove

rnm

ent

(CLG

) fire

saf

ety

guid

es

□

legis

lation,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005

1.4

ex

pla

in t

he

limitat

ions

of

codes

of

pra

ctic

e an

d g

uid

ance

when

pro

vidin

g f

ire

safe

ty m

easu

res

and p

roposa

ls

□

limitat

ions,

eg t

he

aspec

t of

codes

of

pra

ctic

e an

d g

uid

ance

not

pro

vidin

g ‘def

initiv

e an

swer

s’ b

ut

guid

ance

and b

est

pra

ctic

e th

at is

open

to inte

rpre

tation

2.1

ex

pla

in t

he

role

of

syst

ems

in

pro

tect

ing p

eople

, pro

per

ty a

nd

the

envi

ronm

ent

from

fire

□

types

of

syst

em,

eg f

ire/

smoke

det

ection,

alar

m s

yste

ms,

fire

suppre

ssio

n s

yste

ms

(incl

udin

g e

quip

men

t),

esca

pe

pla

n s

yste

m

(incl

udin

g s

ignag

e an

d t

rain

ing),

em

ergen

cy lig

hting s

yste

m

□

role

, eg

rai

sing t

he

alar

m,

extinguis

hin

g t

he

fire

, as

sist

ing

evac

uat

ion,

pro

tect

ion o

f build

ing

2.2

ex

pla

in h

ow

to a

cces

s so

urc

es o

f sp

ecia

list

support

, ad

vice

and

info

rmat

ion

□

sourc

es o

f sp

ecia

list

support

, ad

vice

and info

rmat

ion,

eg loca

l au

thority

fire

serv

ice

2

Under

stan

d

pro

cedure

s an

d

pro

cess

es f

or

revi

ewin

g m

atte

rs

rela

ting t

o f

ire

pro

tect

ion s

yste

ms

in s

imple

pre

mis

es

2.3

ex

pla

in t

he

fact

ors

affec

ting t

he

form

ula

tion o

f risk

-appro

priat

e so

lutions

within

org

anis

atio

nal

co

nst

rain

ts,

for

the

pro

tect

ion o

f peo

ple

, pro

per

ty a

nd t

he

envi

ronm

ent

□

fact

ors

, eg

nat

ure

of

haz

ards

invo

lved

, pote

ntial

of

haz

ard c

ausi

ng

har

m,

impac

t/si

gnific

ance

of

haz

ard,

nat

ure

, co

nst

ruct

ion a

nd

loca

tion o

f build

ing

□

org

anis

atio

nal

const

rain

ts,

eg c

ost

s, im

pac

t on b

usi

nes

s co

ntinuity,

re

puta

tion,

legal

const

rain

ts,

envi

ronm

enta

l, t

echnolo

gic

al,

polit

ical

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

ex

pla

in h

ow

to p

rioritise

options

for

fire

pro

tect

ion t

o a

ddre

ss

asse

ssed

lev

els

of

risk

□

leve

ls o

f risk

in s

imple

pre

mis

es,

eg low

, m

ediu

m,

hig

h

□

prioritisa

tion,

eg q

ual

itat

ivel

y, q

uan

tita

tive

ly,

dep

enden

t on

pro

bab

ility

and im

pac

t of

haz

ards

invo

lved

3.1

dis

tinguis

h t

he

type,

ran

ge

and

leve

l of

fire

ris

k w

ithin

diffe

rent

area

s of

the

pre

mis

es,

in r

elat

ion

to its

const

ruct

ion,

layo

ut

and

use

□

type,

ran

ge

and lev

el o

f risk

, eg

life

risk

, ec

onom

ical

ris

k, low

to h

igh

pro

bab

ility

, lo

w t

o h

igh im

pac

t

□

diffe

rent

area

s of

the

pre

mis

es,

eg c

om

par

tmen

ts,

stai

rwel

ls,

lobbyi

es,

offic

e ar

eas,

shop a

reas

, w

areh

ouse

are

as

□

const

ruct

ion,

layo

ut

and u

se,

eg d

epen

den

t on c

onst

ruct

ion

mat

eria

ls,

above

/bel

ow

gro

und lev

el,

hei

ght;

off

ice

use

, sh

op u

se,

fact

ory

and w

areh

ouse

use

3.2

re

view

pla

nned

chan

ges

in

const

ruct

ion,

layo

ut

and u

se o

f si

mple

pre

mis

es w

hic

h m

ay

affe

ct t

he

suitab

ility

of

the

exis

ting f

ire

pro

tect

ion s

yste

ms,

or

the

choic

e of

new

sys

tem

s

□

effe

ct o

n f

ire

safe

ty,

eg r

educt

ion in c

ontr

ol m

easu

res

of

haz

ards

to a

n u

nsa

tisf

acto

ry lev

el,

incr

ease

d r

isk

of

fire

/fire

spre

ad

□

asse

ssin

g f

ire

pro

tect

ion s

yste

m s

uitab

ility

, eg

gat

her

ing v

alid

and

suff

icie

nt

evid

ence

and d

ata

to judge

and d

ecid

e on s

uitab

ility

of

syst

em t

o m

ainta

in t

he

nec

essa

ry fire

pro

tect

ion f

or

the

chan

ged

pre

mis

es

□

asse

ssin

g n

ew s

yste

ms

to m

eet

chan

ge,

eg r

evie

win

g s

pec

ific

atio

n,

oper

atio

n a

nd c

ost

of

new

sys

tem

to

ensu

re n

eces

sary

fire

pro

tect

ion

for

the

chan

ged

pre

mis

es

3

Be

able

to e

valu

ate

fire

ris

ks in s

imple

pre

mis

es

3.3

det

erm

ine

the

valid

ity

of

the

curr

ent

risk

ass

essm

ent

to

iden

tify

ris

ks w

hic

h a

re n

ot

adeq

uat

ely

contr

olle

d

□

det

erm

inin

g v

alid

ity,

eg e

ffec

tive

nes

s, leg

ality,

auth

orise

d

□

adeq

uat

ely

contr

olle

d,

eg s

uff

icie

ntly,

agre

ed

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

ex

pla

in t

he

adeq

uac

y an

d

effe

ctiv

enes

s of

curr

ent

fire

pro

tect

ion s

yste

ms

□

adeq

uac

y, e

g leg

ally

, au

thorise

d,

agre

ed,

suffic

ient

to c

ontr

ol fire

risk

s in

volv

ed

□

effe

ctiv

enes

s, e

g p

rovi

des

the

required

res

ults

regar

din

g r

educi

ng

the

risk

sig

nific

ance

to a

n a

ccep

table

lev

el

3.5

obta

in s

uff

icie

nt

additio

nal

in

form

atio

n t

o a

ssis

t w

ith

reco

mm

endat

ions

wher

e def

icie

nci

es a

re iden

tified

□

additio

nal

info

rmat

ion,

eg c

han

ge

in o

ccupan

cy t

ype,

num

ber

, tim

e of

occ

upan

cy

□

det

erm

inin

g s

uff

icie

ncy

, eg

abili

ty t

o r

educe

the

signific

ance

of

the

risk

s in

volv

ed (

dep

enden

t on r

isk

pro

bab

ility

and im

pac

t)

3.6

id

entify

sourc

es o

f sp

ecia

list

advi

ce t

o s

upport

ass

essm

ent

wher

e fa

ctors

influen

cing r

isk

are

outs

ide

of

ow

n p

erso

nal

lev

el

of

exper

tise

□

sourc

es o

f sp

ecia

list

advi

ce,

eg loca

l au

thority

fire

serv

ice,

loca

l au

thority

pla

nnin

g/b

uild

ing o

ffic

es,

priva

te c

onsu

ltan

ts

4.1

se

lect

options

for

fire

pro

tect

ion

to c

ontr

ol id

entified

ris

ks in

sim

ple

pre

mis

es

□

risk

s, e

g ignitio

n s

ourc

es,

mat

eria

ls t

hat

would

pro

mote

fire

spre

ad,

const

ruct

ion t

hat

would

inhib

it e

vacu

atio

n in c

ase

of

fire

, fire

load

ing

(conte

nts

and c

onst

ruct

ion)

□

sele

ctin

g o

ptions,

eg d

epen

den

t on p

ote

ntial

of

haz

ards

to c

ause

har

m,

dep

enden

t on c

ost

, co

st-b

enef

it;

ease

of

imple

men

tation

options

for

fire

pro

tect

ion,

eg e

quip

men

t, a

larm

sys

tem

s, s

ignag

e,

fire

inst

ruct

ions,

bes

poke

engin

eere

d s

olu

tions

4

Be

able

to

reco

mm

end

options

to s

upport

ap

pro

priat

e risk

re

duct

ion

mea

sure

s, f

ire

pre

cautions

and

mai

nte

nan

ce

routines

in s

imple

pre

mis

es

4.2

sp

ecify

the

contr

ibution t

o,

and

impac

t on,

the

ove

rall

fire

saf

ety

stra

tegy

of

sele

cted

fire

pro

tect

ion o

ptions

□

spec

ifyi

ng t

he

contr

ibution a

nd im

pac

t, e

g m

easu

re o

f risk

red

uct

ion

and c

ontr

ol of

sele

cted

fire

pro

tect

ion o

ptions

□

fire

pro

tect

ion o

ptions,

eg e

quip

men

t, a

larm

sys

tem

s, s

ignag

e, f

ire

inst

ruct

ions,

bes

poke

engin

eere

d s

olu

tions

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

prioritise

options

to m

eet

legis

lative

, re

gula

tory

and

stat

uto

ry r

equirem

ents

□

legis

lative

, re

gula

tory

and s

tatu

tory

req

uirem

ents

, an

d s

ubse

quen

t updat

es,

eg A

ppro

ved D

ocu

men

t B;

Build

ing B

ulle

tin 1

00;

BS 9

999;

Fire

codes

; H

ealth T

echnic

al M

emora

nda

and o

ther

rel

evan

t fire

sa

fety

guid

ance

, Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

□

how

to p

rioritise

, eg

cal

cula

ting r

isk

rating a

nd s

ignific

ance

, pro

vidin

g

a priority

ran

k ord

er

4.4

ev

aluat

e in

form

atio

n t

hat

may

in

fluen

ce t

he

ultim

ate

sele

ctio

n

of

fire

pro

tect

ion s

yste

ms

□

influen

cing f

acto

rs,

eg c

ost

, co

st-b

enef

it,

ease

of

imple

men

tation

□

eval

uat

ing info

rmat

ion,

eg g

ather

ing info

rmat

ion,

anal

ysis

of

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

4.5

su

mm

aris

e re

com

men

dat

ions

in

agre

ed f

orm

at a

nd a

t su

ffic

ient

leve

l of

det

ail to

ass

ist

with

dec

isio

n m

akin

g

□

form

ats

and d

etai

l re

quirem

ents

, eg

pla

ns,

rep

ort

s, t

ick

box,

open

box,

leg

ibili

ty,

clar

ity,

tar

get

audie

nce

lan

guag

e nee

d

□

leve

l of

det

ail, e

g s

pec

ific

, ac

tionab

le,

qual

itat

ive,

quan

tita

tive

4.6

cl

arify

oth

ers’

under

stan

din

g o

f re

com

men

dat

ions

and t

he

implic

atio

ns

asso

ciat

ed w

ith

dec

isio

ns

on t

he

sele

ctio

n,

inst

alla

tion a

nd m

ainte

nan

ce o

f fire

pro

tect

ion s

yste

ms

□

oth

ers,

eg o

wner

, ar

chitec

t, b

uild

er,

loca

l au

thority

, build

ing c

ontr

ol

□

com

munic

atio

n t

echniq

ues

, eg

ques

tion t

ype

and u

se,

tone,

la

nguag

e use

, non-v

erbal

com

munic

atio

n,

influen

cing

□

com

munic

atio

n m

ethods

and t

hei

r ef

fect

ive

use

, eg

fac

e to

fac

e,

tele

phone,

em

ail, r

eport

4.7

ex

pla

in t

he

action(s

) re

quired

to

mee

t le

gal

and s

tatu

tory

re

quirem

ents

and t

he

implic

atio

ns

of

non-c

om

plia

nce

□

actions,

eg inst

alla

tion o

f new

fire

safe

ty s

yste

ms

(ala

rm,

fire

su

ppre

ssio

n s

yste

m,

emer

gen

cy lig

hting s

yste

m),

adap

t sy

stem

s to

re

act

to c

han

ges

in c

onte

nts

and u

se o

f pre

mis

es,

chan

ges

in

occ

upat

ion,

chan

ges

in lay

out

and c

onst

ruct

ion m

ater

ial, c

han

ges

in

fire

inst

ruct

ions

□

implic

atio

ns

of

non-c

om

plia

nce

, eg

pro

secu

tion,

fine,

crim

inal

co

nvi

ctio

n


54


Delivery



Learning outcome 1 requires theoretical input in relation to the legislative framework and organisational requirements applicable to fire protection systems in simple premises. Learners should be given information in relation to both the reasons for the introduction of the legislation and the requirements of the legislation in regards to achieving fire protection within the premises. It is also important that learners have the opportunity to study existing premises, proposed premises and altered premises. The centre should also ensure that learners are given the chance to study the key stakeholders involved in achieving fire safety, and both national and international standards, codes of practice, guidance and legislation, as indicated in the unit amplification and their limitations.

When delivering learning outcome 2 the centre should ensure that learners have the opportunity to develop the higher order thinking skills required to synthesise the knowledge attained, in preparation for the practical application required in the following learning outcomes. The centre may wish to provide theoretical input in relation to the procedures and processes for reviewing matters, as indicated in the unit amplification. This can then be applied to case studies or role-play scenarios. The centre could enable learners to undertake formative assessment activities so that they are fully able to explain the role of fire protection systems and the factors affecting the risk-appropriate solutions.

Learning outcomes 3 and 4 requires practical application of knowledge attained. Tutors could give learners a range of scenarios to deal with. The delivery of learning outcome 3 should provide learners with the opportunity to analyse a range of case studies in order to develop an understanding of different types, ranges and levels of fire risk, as identified in the unit amplification, and to develop their evaluative skills.

Learning outcomes 3 and 4 could be delivered at the same time using the same case studies or role-play scenarios. For learning outcome 4 learners will develop their understanding of the range and variety of options that can be recommended to support risk reduction, fire precautions and maintenance routines in simple premises.

Assessment





55

For AC1.1, learners must describe the key features of the legislative framework, paying attention to subsequent updates as appropriate. They should describe the key features of the consultation procedures between the owner or builder, the local fire authority and local authority building control. Evidence should also cover existing, proposed and altered premises. AC1.2 requires learners to explain how organisations can work in partnership with others to achieve fire safety. This evidence should be more detailed than that for AC1.1, and should be supported by appropriate examples of other organisations or individuals that the organisation may work with, how they can work in partnership and what constitutes a satisfactory level of fire safety. For AC1.3 learners need to identify key aspects of national and international standards, codes of practice, guidance and legislation as indicated in the unit amplification. The evidence should include the main features of each item identified, and examples of each aspect (national standards, international standards, codes of practice, guidance and legislation). For AC1.4 learners need to explain the limitations of the codes of practice and guidance in relation to fire safety measures and proposals, using appropriate examples to support their findings.

AC2.1 requires learners to explain the types of systems that can be used to protect people, property and the environment from fire, and their role. For AC2.2 learners need to explain how to access information, advice and specialist support. This evidence should show both the sources of information and how it can be accessed, with examples. To achieve AC2.3 learners need to fully explain the factors that affect the development of risk-appropriate solutions for the protection of people, property and the environment in simple premises. It is important that learners can explain the factors, and how they fit in within organisational constraints, such as cost and impact on business. Evidence for AC2.4 may be an extension of this, as learners can explain how they would prioritise the options in relation to levels of risk in simple premises. They should show how they would prioritise, considering for example both qualitative and quantitative methods.

Evidence for learning outcomes 3 and 4 should come from practical exercises such as role plays, case studies or desktop scenarios as these will allow learners to fully demonstrate their ability to apply knowledge attained throughout the unit. AC3.1 requires learners to identify the type, range and level of fire risk in different areas of a simple premises. This may be undertaken as a written exercise or a recorded discussion supported by an observation record.

Evidence for AC3.2 should demonstrate learners’ ability to view and interpret plans for changes in construction, layout and use of a simple premises. Learners should review the impact these changes may have on the suitability of existing fire protection systems, considering whether they are sufficient, or whether new systems should be proposed. AC3.3 requires learners to review a risk assessment and judge its validity. They should consider the effectiveness of the assessment and whether it meets the legal requirements for the premises and identify any risks that are not adequately controlled. For AC3.4 learners must explain the adequacy and effectiveness of current fire protection systems. This may be done as a verbal presentation or recorded discussion, both of which should be supported by an observation record that clearly states how they have covered the requirements of the criterion.

Evidence for AC3.5 and 3.6 may be linked. AC3.5 requires learners to obtain information in relation to the premises, such as change of use or occupancy type, and show how this can assist with recommendations if deficiencies in fire safety are identified. The criterion does not require learners to make recommendations, but simply to show how they would obtain the information to inform these


56

recommendations. AC3.6 requires learners to identify sources of specialist advice to support assessment of risk where factors influencing risk are outside their own level of expertise.

AC4.1 requires learners to select options for fire protection to control identified risks in simple premises. They should produce evidence that demonstrates their thinking processes as to why some options are better than others, and why some would not be selected. AC4.2 then requires learners to specify how the selected options contribute to and impact on the overall fire safety strategy for the premises. AC4.3 takes this further, requiring learners to then prioritise these options. Learners must link the evidence to legislative, regulatory and statutory requirements, showing clearly how they have prioritised the options by, for example, calculating the risk rating. Learners should then evaluate the information that influences the selection of fire protection systems in order to achieve AC4.4. Learners should give evidence for each of their views or statements. AC4.5 requires learners to summarise recommendations on a form, which could be provided by the assessor. The form should require learners to provide sufficient detail, and may include a mixture of open questions, tick boxes and report writing. It must be completed clearly and legibly, and should show the summary of recommendations in such a way as to assist in decision making. AC4.6 requires learners to ensure that all stakeholders, as indicated in the unit amplification, understand the recommendations and implications associated with the fire protection systems. Evidence may be completed in a number of role-play scenarios, or a single scenario where a number of people each take a different role, such as owner, architect or building control officer, and question learners who have to ensure that all parties understand the information provided. AC4.7 requires learners to explain, in writing or verbally, what actions are required to meet the legal and statutory requirements in relation to the new systems, and also the implications of non-compliance, including prosecution and sentence.


Documents




http://shop.bsigroup.com/Product Detail/?pid=000000000030263986

BS 5839-9:2011 Fire detection and fire alarm systems code of practice

http://shop.bsigroup.com/en/Product Detail/?pid=000000000030187282

















57














58

Unit 5: Plan and gather evidence for the purposes of fire safety regulation in simple premises


QCF level: 3

Credit value: 4


Unit aim

This unit is about the planning, gathering and collating of appropriate, accurate and relevant evidence in order to prepare for enforcement action or other formal proceedings. It applies to simple, as opposed to complex, premises and environments, ie small buildings with a simple layout such as small shops, offices or industrial units with easy means of escape. This does not include premises that have sleeping accommodation or premises that are used for high fire risk processes or storage.

This unit is recommended for regulators who have responsibility for ensuring the requirements of fire safety and associated regulation are being met through cooperation or enforcement.

NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of evidence gathering for fire safety regulation in simple premises.

The responsibility for a premises lies with the person(s) described within the relevant home nation’s legislation.


Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

59

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in leg

al p

ow

ers

and

enfo

rcem

ent

duties

under

fire

safe

ty leg

isla

tion

□

legal

pow

ers,

eg t

o leg

ally

pro

secu

te,

to r

estr

ict

use

and/o

r ac

cess

, to

sto

p o

per

atio

ns

□

enfo

rcem

ent

duties

, eg

ser

ving o

f en

forc

emen

t notice

s

□

Fire

saf

ety

legis

lation

and s

ubse

quen

t updat

es —

Fire

and R

escu

e Ser

vice

s Act

(2004),

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

1.2

ex

pla

in o

rgan

isat

ional

fire

safe

ty

polic

y an

d t

he

rela

ted

pro

cedure

s in

rel

atio

n t

o s

imple

pre

mis

es

□

org

anis

atio

nal

fire

safe

ty p

olic

ies

and p

roce

dure

s, e

g f

ire

risk

as

sess

men

t, h

ealth a

nd s

afet

y polic

ies,

fire

inst

ruct

ions,

pro

visi

on o

f fire

equip

men

t polic

y

□

sim

ple

pre

mis

es,

eg low

occ

upan

cy s

mal

l sc

ale

build

ings

(ie

smal

l off

ice,

sm

all re

tail,

sm

all w

ork

shops

whic

h d

o n

ot

incl

ude

slee

pin

g

acco

mm

odat

ion a

nd r

esid

ential

build

ings)

1.3

ex

pla

in t

he

types

and p

urp

ose

of

man

dat

ory

and d

iscr

etio

nar

y en

forc

emen

t ac

tion

□

man

dat

ory

enfo

rcem

ent

action,

eg r

equired

and n

eces

sary

act

ions,

fines

, pro

secu

tion t

o e

nsu

re leg

al r

equirem

ents

are

met

□

dis

cret

ionar

y en

forc

emen

t ac

tion,

eg a

dvi

ce a

nd g

uid

ance

to p

rom

ote

bes

t pra

ctic

e

1

Under

stan

d

requirem

ents

for

pla

nnin

g a

nd

gat

her

ing e

viden

ce

for

the

purp

ose

of

fire

saf

ety

regula

tion in

sim

ple

pre

mis

es

1.4

cl

arify

the

limitat

ions

of

law

and

regula

tions

that

gove

rn t

he

gat

her

ing o

f ev

iden

ce a

nd t

he

taki

ng o

f w

itnes

s an

d inte

rvie

w

stat

emen

ts a

s an

offic

er

enfo

rcin

g f

ire

safe

ty law

□

limitat

ions

of

law

and r

egula

tions

when

tak

ing e

viden

ce,

eg a

s det

aile

d in P

ACE (

Polic

e an

d C

rim

inal

Evi

den

ce A

ct (

1984))

□

limitat

ions

of

law

and r

egula

tion w

hen

tak

ing w

itnes

s an

d e

viden

ce

stat

emen

ts,

eg u

se o

f co

nte

mpora

neo

us

note

s

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

60

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

des

crib

e th

e diffe

rent

sourc

es

and t

ypes

of

info

rmat

ion a

nd

evid

ence

to a

cces

s fo

r th

e purp

ose

of

fire

saf

ety

regula

tion

in s

imple

pre

mis

es

□

diffe

rent

sourc

es a

nd t

ypes

of in

form

atio

n a

nd e

viden

ce,

eg

photo

gra

phs,

vid

eo,

witnes

s te

stim

ony,

per

sonal

sta

tem

ents

(w

ritt

en

and a

udio

rec

ord

ing),

fro

m o

ccupie

rs,

ow

ner

s, v

isitors

, cu

stom

ers,

re

cord

s (p

aper

and e

lect

ronic

)

□

sim

ple

pre

mis

es,

eg low

occ

upan

cy s

mal

l sc

ale

build

ings

(ie

smal

l off

ice,

sm

all re

tail,

sm

all w

ork

shops

whic

h d

o n

ot

incl

ude

slee

pin

g

acco

mm

odat

ion a

nd r

esid

ential

build

ings)

1.6

des

crib

e m

ethods

to a

nal

yse

and

eval

uat

e in

form

atio

n a

nd

evid

ence

rel

atin

g t

o f

ire

safe

ty

regula

tion

□

met

hods

to a

nal

yse

and e

valu

ate,

eg s

urv

eys

and q

ues

tionnai

res,

in

terv

iew

ing,

stat

istica

l dat

a, insp

ections,

audits

□

info

rmat

ion a

nd e

viden

ce r

elat

ing t

o f

ire

safe

ty r

egula

tion,

eg

build

ing/a

rchitec

t pla

ns,

rec

ord

s an

d r

eport

s, f

ire

risk

ass

essm

ent,

polic

ies

and p

roce

dure

s, f

ire

inst

ruct

ions,

fire

equip

men

t an

d a

larm

sy

stem

info

rmat

ion a

nd r

ecord

s

1.7

ex

pla

in t

he

role

s,

resp

onsi

bili

ties

, le

vel of

auth

ority

an

d r

equirem

ents

of

self a

nd

oth

ers

within

the

conte

xt o

f fo

rmal

pro

ceed

ings

rela

ted t

o

fire

saf

ety

in s

imple

pre

mis

es

□

role

s an

d r

esponsi

bili

ties

, eg

judge,

cle

rk,

off

icia

ls,

def

ence

, pro

secu

tion,

bar

rist

er,

witnes

s, d

efen

dan

t

□

requirem

ents

, eg

pro

fess

ional

ism

, in

tegrity

, pre

par

ednes

s

□

leve

ls o

f au

thority

of

self,

eg r

eport

ing,

pro

vidin

g e

viden

ce

□

leve

ls o

f au

thority

of

oth

ers,

eg m

akin

g judgem

ents

, pas

sing

sente

nce

, is

suin

g f

ines

□

sim

ple

pre

mis

es,

eg low

occ

upan

cy s

mal

l sc

ale

build

ings

(ie

smal

l off

ice,

sm

all re

tail,

sm

all w

ork

shops

whic

h d

o n

ot

incl

ude

slee

pin

g

acco

mm

odat

ion a

nd r

esid

ential

build

ings)

1.8

ex

pla

in h

ow

to a

cces

s so

urc

es o

f sp

ecia

list

support

, ad

vice

and

info

rmat

ion s

pec

ific

to f

ire

safe

ty

in s

imple

pre

mis

es

□

sourc

es o

f sp

ecia

list

support

, ad

vice

and info

rmat

ion,

eg s

ubje

ct

mat

ter

exper

ts (

engin

eers

, ac

adem

ics,

res

earc

her

s),

spec

ialis

t re

port

s, leg

al e

xper

ts

□

sim

ple

pre

mis

es,

eg low

occ

upan

cy s

mal

l sc

ale

build

ings

(ie

smal

l off

ice,

sm

all re

tail,

sm

all w

ork

shops

whic

h d

o n

ot

incl

ude

slee

pin

g

acco

mm

odat

ion a

nd r

esid

ential

build

ings)

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.9

ex

pla

in h

ow

to u

se q

ues

tionin

g

and lis

tenin

g s

kills

to o

bta

in

rele

vant

info

rmat

ion f

or

a w

ide

variet

y of

peo

ple

, an

d m

ake

effe

ctiv

e use

of

tech

niq

ues

of

per

suas

ion a

nd n

egotiat

ion

□

ques

tionin

g s

kills

, eg

not

lead

ing,

open

and c

lose

d q

ues

tionin

g

□

liste

nin

g s

kills

, eg

acc

ura

cy,

atte

ntive

, ac

tive

lis

tenin

g,

info

rmat

ion

gat

her

ing

□

wid

e va

riet

y of

peo

ple

, eg

witnes

ses,

judge,

subje

ct m

atte

r ex

per

ts

2.1

id

entify

whet

her

an o

ffen

ce m

ay

hav

e ta

ken p

lace

□

offen

ce —

bre

ach o

f th

e le

gal

reg

ula

tions

asso

ciat

ed w

ith f

ire

safe

ty

2.2

id

entify

lik

ely

sourc

es o

f ev

iden

ce r

elat

ing t

o p

oss

ible

offen

ces

□

likel

y so

urc

es o

f ev

iden

ce,

eg w

itnes

s te

stim

onie

s, p

hoto

gra

phs,

vi

deo

, re

cord

s an

d r

eport

s

2.3

as

sess

the

rele

vance

of

iden

tified

evi

den

ce s

ourc

es t

o

the

pote

ntial

enfo

rcem

ent

action

bei

ng c

onsi

der

ed

□

rele

vance

of

iden

tified

evi

den

ce s

ourc

es —

direc

tly

rela

ted t

o f

ire

safe

ty m

atte

rs,

incl

udin

g d

irec

t re

leva

nce

to F

ire

and R

escu

e Ser

vice

s Act

(2004)

and R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

and s

ubse

quen

t updat

es

□

pote

ntial

enfo

rcem

ent

action,

eg f

ine,

court

ord

er,

rest

rict

ion o

f ac

tivi

ty,

susp

ended

and c

ust

odia

l se

nte

nce

2.4

id

entify

the

nee

d f

or

any

imm

edia

te a

ctio

n t

o o

bta

in a

nd

pre

serv

e ev

iden

ce

□

imm

edia

te a

ctio

n t

o o

bta

in a

nd p

rese

rve

evid

ence

, eg

forc

ible

entr

y,

spec

ialis

t as

sist

ance

(polic

e, c

rim

e sc

ene

off

icer

s, f

ire

inve

stig

atio

n

team

), c

losu

re o

f pre

mis

es

2.5

ta

ke a

ctio

n t

o m

inim

ise

the

effe

ct o

f ac

tual

or

pote

ntial

ris

k to

evi

den

ce

□

action t

o m

inim

ise

the

effe

ct o

f ac

tual

or

pote

ntial

ris

k to

evi

den

ce,

eg r

estr

ict

use

of

pre

mis

es,

closu

re o

f pre

mis

es,

rest

rict

acc

ess

to

par

t or

whole

of

pre

mis

es,

secu

ring p

hys

ical

evi

den

ce s

uch

as

any

reco

rds

2

Be

able

to p

lan

and p

repar

e th

e gat

her

ing o

f ev

iden

ce f

or

fire

sa

fety

reg

ula

tion

in r

elat

ion t

o

sim

ple

pre

mis

es

2.6

in

form

rel

evan

t per

sons

of

actions

take

n t

o p

rese

rve

evid

ence

□

info

rm,

eg im

med

iate

ly b

y phone,

em

ail, in w

riting

□

rele

vant

per

sons,

eg o

wner

, occ

upie

r, p

olic

e, loca

l fire

auth

ority

offic

ers

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

id

entify

pote

ntial

evi

den

ce

□

pote

ntial

evi

den

ce,

eg inco

mple

te/m

issi

ng f

ire

risk

ass

essm

ent,

re

cord

s an

d r

eport

s, f

aulty

and/o

r m

issi

ng e

quip

men

t an

d s

ignag

e,

lack

of

alar

m s

yste

ms,

sto

rage

of

haz

ardous

mat

eria

ls

3.2

fo

llow

rule

s to

ensu

re c

ontinuity

and a

dm

issi

bili

ty o

f ev

iden

ce

□

rule

s to

ensu

re c

ontinuity

and a

dm

issi

bili

ty o

f ev

iden

ce,

eg P

ACE

(Polic

e an

d C

rim

inal

Evi

den

ce A

ct (

1984))

, Crim

inal

Pro

secu

tion

Sys

tem

rule

s an

d p

roto

cols

, use

of

conte

mpora

neo

us

note

s

3.3

obta

in s

tate

men

ts f

rom

w

itnes

ses

usi

ng r

elev

ant

stat

uto

ry p

ow

ers

□

witnes

ses,

eg o

wner

, occ

upie

r, v

isitor,

insp

ecto

r

□

rele

vant

stat

uto

ry p

ow

ers,

eg u

nder

the

Fire

and R

escu

e Ser

vice

s Act

(2

004),

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

3.4

use

ques

tionin

g a

nd lis

tenin

g

skill

s to

obta

in info

rmat

ion

□

ques

tionin

g s

kills

, eg

not

lead

ing,

open

and c

lose

d q

ues

tionin

g

□

liste

nin

g s

kills

, eg

acc

ura

cy,

atte

ntive

, ac

tive

lis

tenin

g,

info

rmat

ion

gat

her

ing

3

Be

able

to g

ather

ev

iden

ce f

or

the

purp

ose

of

fire

sa

fety

reg

ula

tion

in r

elat

ion t

o

sim

ple

pre

mis

es

3.5

in

form

res

ponsi

ble

per

sons

of

actions

take

n

□

info

rm,

eg im

med

iate

ly b

y phone,

em

ail, in w

riting

□

resp

onsi

ble

per

sons,

eg o

wner

, occ

upie

r, p

olic

e, loca

l fire

auth

ority

offic

ers,

bar

rist

ers,

solic

itors

4.1

co

llate

evi

den

ce a

nd info

rmat

ion

to s

upport

a d

ecis

ion t

hat

an

offen

ce h

as t

aken

pla

ce

□

colla

te —

put

in o

rder

and v

erify

□

dec

isio

n t

hat

an o

ffen

ce h

as t

aken

pla

ce —

cle

ar b

reac

h o

f re

leva

nt

fire

saf

ety

legis

lation a

nd s

ubse

quen

t updat

es (

Fire

and R

escu

e Ser

vice

s Act

(2004),

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005)

4.2

id

entify

all

mat

eria

ls t

hat

may

be

required

for

dis

closu

re

□

mat

eria

ls t

hat

may

be

required

for

dis

closu

re,

eg p

hoto

gra

phs,

re

port

s an

d r

ecord

s, w

itnes

s st

atem

ents

, co

nte

mpora

neo

us

note

s

4.3

pre

par

e ac

cura

te r

eport

s an

d

evid

ence

in a

logic

al s

equen

ce

□

pre

par

e ac

cura

te r

eport

s in

lin

e w

ith r

elev

ant

guid

elin

es a

nd

pro

cedure

s

4

Be

able

to c

olla

te

evid

ence

for

the

purp

ose

of

fire

sa

fety

reg

ula

tion

in r

elat

ion t

o

sim

ple

pre

mis

es

4.4

in

form

oth

er d

epar

tmen

ts o

f ac

tions

to e

nab

le a

consi

sten

t ap

pro

ach

□

info

rm,

eg b

y phone,

em

ail, let

ter,

fac

e to

fac

e

□

oth

er d

epar

tmen

ts,

eg C

row

n P

rose

cution S

ervi

ce,

solic

itors

, lo

cal

fire

auth

ority

offic

ers,

polic

e


63


Delivery



Learning outcome 1 requires delivery that develops the theoretical understanding of the requirements when planning and gathering evidence in relation to fire safety regulation. Learners should be provided with the opportunity to examine and review the legal powers that are available to enforcement agencies, as well as the legislation that applies to fire safety. Case studies and desktop scenarios can be used to enable learners to study a range of organisational fire safety policies used in simple premises. Learners should also be given the opportunity to investigate the limitations of regulations and the law in relation to gathering evidence. Opportunities should also be available to allow learners to develop their understanding of the methods used to evaluate the evidence relating to fire safety.

Delivery of learning outcomes 2, 3 and 4 should develop practical application skills.

Learning outcome 2 requires centres to provide learners with the opportunity to develop understanding of a range of planning and preparation methods in relation to evidence gathering. Formative assessment opportunities through case study analysis and desktop scenarios may be used to develop these skills. It is important that learners have the chance to review a range of scenarios in order to apply their knowledge to various situations in preparation for assessment.

Learning outcome 3 requires centres to provide learners with the opportunity to gather different types of evidence. It is important that learners obtain a theoretical understanding of the steps required to gather evidence that is admissible. Centres should enable learners to develop their skills in relation to obtaining statements and using their communication skills including questioning and listening.

Learning outcome 4 requires centres to provide learners with opportunities to collate and report on evidence in relation to fire safety regulations. Role plays, case studies and desktop scenarios are useful for developing these skills. Learners need to examine a range of reports that have been produced in relation to fire safety regulation in order to be able to prepare appropriate reports in their assessment. It would be useful to show both good and poor examples to reinforce the learning here.

Assessment



The centre will devise assessment and undertake the assessment of learners.


64

Evidence here should show that learners can apply knowledge and skills in a range of complex activities, demonstrating comprehension of relevant legislative requirements. They should also be able to analyse information and make reasoned judgements, employing a range of responses to well defined but often unfamiliar or unpredictable problems.

AC1.1 requires learners to explain in detail the legal powers and enforcement duties that exist under the current fire and safety legislation, with reasons and examples. For AC1.2 learners need to explain the policies and procedures that organisations occupying simple premises have in place. Learners explain why they are in place. Evidence for AC1.3 should include an explanation of the types and purpose of both mandatory and discretionary enforcement actions. It is not sufficient here to simply list the possible actions, but there should be evidence of learners’ understanding of them. AC1.4 takes this further, requiring learners to show the limitations of law and regulations in place in relation to gathering evidence and taking witness statements. AC1.5 requires learners to describe sources and types of information and evidence to access for the purpose of fire safety regulation. When producing evidence for AC1.6, learners must show all relevant features of the methods used to analyse and evaluate information and evidence, but they do not have to use these methods. For AC1.7 learners should explain the roles, responsibilities, level of authority and requirements of all involved in formal proceedings related to fire safety in simple premises. Evidence may be presented in a range of formats, for example a table with columns showing each of the required items, and a row for each person involved. It is important that learners include their own role. Extending AC1.5 and 1.8 requires learners to explain how to access the sources of support, advice and information available as indicated in the unit amplification. AC1.9 requires learners to explain how both questioning and listening skills can be used to obtain information in relation to a wide range of situations. In each situation learners should provide detail of who is involved, what skills learners are using, and why they are appropriate for the situation.

Evidence for learning outcomes 2, 3 and 4 should come from practical exercises such as role plays, case studies or desktop scenarios to allow learners to fully demonstrate their ability to apply the knowledge attained throughout the unit. A single scenario may be used if it is complex enough to enable learners to produce sufficient evidence to meet all assessment criteria. Alternatively a range of scenarios may be used.

AC2.1 requires learners to review a given case study or scenario, and identify whether an offence has taken place. Once this has been completed they should identify likely sources of evidence relating to the offence in order to meet AC2.2. AC2.3 takes this further, requiring learners to assess the relevance of the evidence sources to the potential enforcement action. Learners should carefully consider all factors or events that apply and identify which are the most important or relevant. For AC2.4 learners should identify the need for any immediate action to obtain and preserve evidence, showing which actions may be considered, and which would not be appropriate. AC2.5 requires learners to take action to minimise the effect of actual or potential risk to evidence as indicated in the unit amplification. For AC2.6 learners need to inform relevant persons of the action taken. It may be relevant for the assessor to adopt the role of the relevant person, and learners should select an appropriate method to inform them. Any practical activity used for assessment should be accompanied by a witness statement including details of what the activity was, how it met the criteria targeted and also qualitative statements as to learners’ performance.


65

Evidence for learning outcome 3 should be practical in nature, and supported with a witness statement. However there should be accompanying evidence, which may be a video recording of the activity with written supporting notes. AC3.1 requires learners to identify potential evidence in a given scenario. Once this has been completed, learners should ensure that they follow the rules and requirements of legislation to ensure continuity and admissibility of evidence for AC3.2. AC3.3 may require the use of peers or colleagues to participate in the role play, enabling learners to obtain statements from them as witnesses in the scenario. Learners should clearly identify which statutory power gives them the right to obtain this statement. AC3.4 requires learners to use questioning and listening skills to obtain information, and again this evidence must be supported by witness statements completed by the assessor. When assessing AC3.5 it may be appropriate for assessors to undertake the role of a responsible person whom learners will inform of actions taken using an appropriate method.

Evidence for learning outcome 4 may be produced as a continuation of the activities undertaken for learning outcomes 2 and 3. AC4.1 requires learners to collate the evidence and information obtained for the earlier outcomes in order to support a decision that an offence has taken place. Learners must then identify all materials that may be required for disclosure to meet AC4.2. AC4.3 requires learners to prepare a report that is accurate in relation to evidence, and to present this information in a logical sequence in line with guidelines and procedures. Evidence for AC4.4 should show how learners would inform all other departments that may be involved, as indicated in the unit amplification, to ensure that a consistent approach is taken.


Documents

Fire and Rescue Services Act (2004) www.legislation.gov.uk/ukpga/2004/21/ contents


www.legislation.gov.uk/uksi/2005/1541/ contents/made

Police and Criminal Evidence Act 1984 and the Codes of Practice (PACE)

www.legislation.gov.uk/uksi/2008/3146/pdfs/uksi_20083146_en.pdf

http://www.legislation.gov.uk/ukpga/2004/21/contents�


http://www.legislation.gov.uk/uksi/2005/1541/�contents/made�

http://www.legislation.gov.uk/uksi/2005/1541/�contents/made�

http://www.legislation.gov.uk/uksi/2008/3146/pdfs/uksi_20083146_en.pdf�



66

Unit 6: Visit simple premises for the purposes of fire safety regulation


QCF level: 3

Credit value: 3


Unit aim

This unit is about planning and conducting audits or inspections of premises for the purposes of fire safety regulation; identifying potential breaches of the legislation and deciding the action self and owner(s) or occupier(s) need to take, which may include informal and formal enforcement of fire safety legislation. Learners will also prepare effective inspection reports for the purposes of fire safety regulation and communicate fire safety compliance or deficiencies to others for the purposes of the regulation. It applies to simple, as opposed to complex, premises and environments, ie small buildings with a simple layout such as small shops, offices or industrial units with easy means of escape. This does not include premises that have sleeping accommodation or premises used for high fire risk processes or storage.

This unit is recommended for regulators who have responsibility for ensuring the requirements of fire safety and associated regulations are being met through cooperation or enforcement.

NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of carrying out visits for fire safety regulation in simple premises.

Contact will be made with the person(s) described within the relevant home nation’s legislation.


Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

67

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in t

he

aim

s, o

bje

ctiv

es a

nd

priorities

of

the

regula

tory

au

thority

□

aim

s, o

bje

ctiv

es a

nd p

riorities

of

the

regula

tory

auth

ority

, eg

sav

ing

life,

pre

venting inju

ry a

nd d

amag

e to

pro

per

ty a

nd t

he

envi

ronm

ent

□

regula

tory

auth

ority

, eg

loca

l au

thority

fire

and r

escu

e se

rvic

e, loca

l au

thority

build

ing r

egula

tors

1.2

ex

pla

in t

he

regula

tory

org

anis

atio

n’s

polic

ies,

in

stru

ctio

ns

or

pro

cedure

s fo

r co

nduct

ing a

udits

and

insp

ections

of

sim

ple

pre

mis

es

□

regula

tory

org

anis

atio

n,

eg loca

l au

thority

fire

and r

escu

e se

rvic

e,

loca

l au

thority

build

ing r

egula

tors

□

conduct

ing a

udits

and insp

ections,

eg s

crutinis

ing p

lans,

mee

ting

with a

rchitec

ts a

nd o

wner

s, c

arry

ing o

ut

pre

mis

es v

isits,

chec

king

const

ruct

ion,

layo

ut,

equip

men

t, p

olic

ies

and p

roce

dure

s ag

ainst

re

gula

tory

req

uirem

ents

□

sim

ple

pre

mis

es,

eg low

occ

upan

cy s

mal

l sc

ale

build

ings

(ie

smal

l off

ice,

sm

all re

tail,

sm

all w

ork

shops

whic

h d

o n

ot

incl

ude

slee

pin

g

acco

mm

odat

ion a

nd r

esid

ential

build

ings)

1.3

ex

pla

in t

he

links

with o

ther

re

gula

tors

to iden

tify

wher

e th

eir

activi

ties

im

pin

ge

on o

wn in

rela

tion t

o f

ire

safe

ty r

egula

tion

of

sim

ple

pre

mis

es

□

oth

er r

egula

tors

, eg

build

ing c

ontr

ol, H

ealth a

nd S

afet

y Exe

cutive

(H

SE),

Envi

ronm

ent

Agen

cy

□

impin

ge,

eg lim

it u

se o

f m

ater

ials

, re

strict

chan

ges

in s

truct

ure

and

layo

ut

1

Under

stan

d

requirem

ents

for

visi

ting s

imple

pre

mis

es f

or

the

purp

ose

s of

fire

sa

fety

reg

ula

tion

1.4

des

crib

e th

e org

anis

atio

n’s

hea

lth a

nd s

afet

y polic

y an

d its

ap

plic

atio

n in r

elat

ion t

o v

isits

to

sim

ple

pre

mis

es

□

hea

lth a

nd s

afet

y polic

y ap

plic

atio

n in r

elat

ion t

o v

isits,

eg lone

work

ing,

risk

ass

essm

ent,

pro

tect

ion a

gai

nst

inju

ry (

PPE),

acc

ess,

w

ork

ing a

t hei

ght,

saf

eguar

din

g

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

ex

pla

in t

he

asse

ssm

ent

of

the

leve

l of

fire

saf

ety

risk

on s

imple

pre

mis

es

□

asse

ssm

ent,

eg judgem

ent

or

dec

isio

n b

ased

on v

alid

, au

then

tic,

re

liable

, cu

rren

t an

d s

uffic

ient

evid

ence

□

leve

l of

risk

, eg

ver

y lo

w,

low

, m

ediu

m,

hig

h,

very

hig

h,

dep

enden

t on p

robab

ility

of

risk

and im

pac

t

□

fire

saf

ety

risk

, eg

lik

ely

to c

ause

ignitio

n o

f a

fire

, lik

ely

to c

ause

dea

th o

r in

jury

due

to a

fire

1.6

ex

pla

in h

ow

to s

elec

t su

itab

le

options

to m

ove

sim

ple

pre

mis

es

tow

ards

com

plia

nce

□

how

to s

elec

t, e

g d

epen

den

t on lev

el o

f non-c

om

plia

nce

and r

isk

signific

ance

□

suitab

le o

ptions,

eg info

rmal

, ve

rbal

, w

ritt

en c

om

plia

nce

req

ues

ts,

non-c

onfo

rmity

notice

s

□

com

plia

nce

, eg

in lin

e w

ith leg

al r

equirem

ents

1.7

ex

pla

in w

ays

of

asse

ssin

g t

he

impac

t of

dec

isio

ns

mad

e on t

he

per

son(s

), t

he

pre

mis

es a

nd t

he

com

munity

□

way

s of

asse

ssin

g,

eg d

irec

t obse

rvat

ion (

of

pla

ns

and p

rem

ises

),

test

imony

of

per

son(s

) in

volv

ed,

aski

ng o

pin

ions,

surv

eyin

g

com

munity

□

impac

t, e

g incr

ease

d c

ost

, ex

tended

tim

esca

les,

chan

ge

of

use

, re

strict

ed a

cces

s, lim

itat

ions

of

conte

nts

of

pre

mis

es

□

dec

isio

ns,

eg r

equire

chan

ge

in c

onst

ruct

ion a

nd/o

r la

yout,

req

uire

extr

a pre

cautions,

req

uire

inst

alla

tion o

f ex

tra

syst

ems

1.8

des

crib

e how

to d

iffe

rentiat

e bet

wee

n f

orm

al a

nd info

rmal

en

forc

emen

t in

the

conte

xt o

f si

mple

pre

mis

es

□

form

al e

nfo

rcem

ent,

eg o

ffic

ial, p

resc

ribed

com

plia

nce

req

uirem

ents

□

info

rmal

enfo

rcem

ent,

eg a

dvi

ce a

nd g

uid

ance

reg

ardin

g c

om

plia

nce

re

quirem

ents

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.9

ex

pla

in a

sses

smen

t of

contr

ol

mea

sure

s an

d m

anag

emen

t sy

stem

s to

iden

tify

bre

aches

of

legis

lation a

nd r

isks

to f

ire

safe

ty

in s

imple

pre

mis

es

□

asse

ssm

ent

of

contr

ol m

easu

res,

eg judgem

ent

and d

ecis

ion b

ased

on lev

els

of

risk

red

uct

ion t

o a

n a

ccep

table

lev

el t

hro

ugh t

he

rem

ova

l of

haz

ards

or

dec

reas

ing t

he

pro

bab

ility

and/o

r im

pac

t of

the

risk

in

volv

ed

□

asse

ssm

ent

of

man

agem

ent

syst

ems,

eg judgem

ent

and d

ecis

ion

bas

ed o

n lev

els

of

risk

red

uct

ion t

o a

n a

ccep

table

lev

el t

hro

ugh t

he

imple

men

tation o

f sa

fety

polic

ies

and p

roce

dure

s su

ch a

s re

gula

r in

spec

tions,

tes

ting o

f eq

uip

men

t, t

rain

ing a

ctiv

itie

s, im

ple

men

tation

of

fire

war

den

s

□

bre

aches

in leg

isla

tion,

eg inco

rrec

t la

yout

and/o

r co

nst

ruct

ion,

inco

rrec

t use

of

mat

eria

ls,

unac

cepta

ble

haz

ards,

insu

ffic

ient

contr

ol

mea

sure

s

□

risk

s to

fire

safe

ty,

eg p

oor

house

keep

ing,

ignitio

n s

ourc

es,

unco

ntr

olle

d h

azar

ds,

fla

mm

able

mat

eria

ls

1.1

0

des

crib

e th

e re

quirem

ents

for

com

munic

atin

g t

he

implic

atio

ns

of

findin

gs

to c

olle

agues

within

th

e org

anis

atio

n a

nd a

ppro

priat

e peo

ple

outs

ide

the

org

anis

atio

n

□

com

munic

atin

g,

eg v

erbal

ly,

in w

riting,

form

al let

ter,

em

ail, r

eport

, pre

senta

tion

□

implic

atio

ns

of

findin

gs,

eg incr

ease

d c

ost

, ex

tended

tim

esca

les,

ch

ange

of

use

, re

strict

ed a

cces

s, lim

itat

ions

of

conte

nts

of

pre

mis

es,

legal

pro

ceed

ings,

pro

secu

tion

□

colle

agues

within

the

org

anis

atio

n,

eg p

eers

, offic

e m

anag

ers,

sen

ior

offic

ers

□

appro

priat

e peo

ple

outs

ide

the

org

anis

atio

n,

eg o

wner

s, o

ccupie

rs,

visi

tors

, build

ers,

arc

hitec

ts

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

use

appro

priat

e dat

abas

es a

nd

oth

er info

rmat

ion s

ourc

es t

o

iden

tify

per

son(s

) an

d p

rem

ises

fo

r au

dit a

nd insp

ection,

in lin

e w

ith t

he

priorities

of

ow

n

auth

ority

□

appro

priat

e dat

abas

es,

eg C

om

munity

Fire

Ris

k M

anag

emen

t In

form

atio

n S

yste

m (

CFR

MIS

), S

OPH

TLO

GIC

□

oth

er info

rmat

ion s

ourc

es,

eg loca

l au

thorities

, gove

rnm

ent

offic

es,

HSE,

com

mer

cial

inst

itutions

□

per

son(s

), e

g o

wner

s, o

ccupie

rs,

visi

tors

, cu

stom

ers

□

pre

mis

es —

sm

all offic

e, s

mal

l re

tail,

sm

all w

ork

shops

□

priorities

of

ow

n a

uth

ority

, eg

enfo

rcem

ent

of

appro

priat

e fire

saf

ety

legis

lation,

pro

vidin

g info

rmat

ion,

advi

ce a

nd g

uid

ance

for

pre

vention

purp

ose

s

2.2

pla

n a

logic

al s

erie

s of

insp

ections

for

sim

ple

pre

mis

es

whic

h is

consi

sten

t w

ith t

he

auth

ority

’s p

lans

and p

riorities

□

logic

al s

erie

s, e

g s

pec

ific

, ac

hie

vable

, tim

etab

led

□

the

auth

ority

’s p

lans

and p

riorities

, eg

pre

venting f

ires

and r

educi

ng

risk

2.3

pla

n indiv

idual

audits

and

insp

ections

for

sim

ple

pre

mis

es,

taki

ng into

acc

ount

regula

tory

priorities

and p

erso

n(s

) av

aila

bili

ty

□

regula

tory

priorities

, an

d s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(F

ire

Saf

ety)

Ord

er 2

005

□

per

son(s

) av

aila

bili

ty,

eg o

wner

, occ

upie

r, r

esponsi

ble

per

son f

or

pre

mis

es c

once

rned

, build

er,

arch

itec

t

2

Be

able

to p

repar

e fo

r a

visi

t to

sim

ple

pre

mis

es

2.4

use

info

rmat

ion g

ather

ed t

o

iden

tify

appro

priat

e ben

chm

arks

an

d lik

ely

priorities

for

consi

der

atio

n d

uring a

ny

conta

ct

with p

erso

n(s

)

□

info

rmat

ion,

eg u

se o

f pre

mis

es, num

ber

of

occ

upan

ts,

fire

saf

ety

equip

men

t an

d s

yste

ms

□

appro

priat

e ben

chm

arks

, an

d s

ubse

quen

t updat

es,

eg D

epar

tmen

t of

Com

munitie

s an

d L

oca

l G

ove

rnm

ent

guid

es —

Fire

Saf

ety

Ris

k Ass

essm

ent:

Offic

es a

nd S

hops;

Fire

Saf

ety

Ris

k Ass

essm

ent:

Fa

ctories

and W

areh

ouse

s

□

likel

y priorities

for

consi

der

atio

n,

eg intr

oduct

ion o

f co

ntr

ol m

easu

res

incl

udin

g c

han

ges

to s

truct

ura

l fe

ature

s of

pre

mis

es,

limitin

g u

se o

f pre

mis

es,

limitin

g n

um

ber

of

occ

upan

ts,

intr

oduct

ion o

f fire

saf

ety

equip

men

t an

d s

yste

ms

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

per

son(s

), e

g o

wner

, occ

upie

r, r

esponsi

ble

per

son f

or

pre

mis

es

conce

rned

, build

er,

arch

itec

t

2.5

dev

elop r

elev

ant

topic

are

as f

or

audit a

nd insp

ection w

ith

refe

rence

to o

rgan

isat

ional

priorities

□

rele

vant

topic

are

a, e

g m

anag

emen

t sy

stem

s, h

azar

ds

within

sim

ple

pre

mis

es,

stru

ctura

l fe

ature

s, o

ccupan

ts,

mea

ns

of

esca

pe,

sig

nag

e,

war

nin

g s

yste

ms,

em

ergen

cy lig

hting,

equip

men

t

□

org

anis

atio

nal

priorities

, eg

Inte

gra

ted R

isk

Man

agem

ent

Plan

(IR

MP)

3.1

se

cure

cooper

atio

n o

f th

e per

son(s

) w

ith a

uth

ority

to g

ain

acce

ss t

o p

rem

ises

and c

arry

out

regula

tory

act

ivity

□

secu

re c

ooper

atio

n,

eg t

hro

ugh v

erbal

or

writt

en a

gre

emen

t

□

per

son(s

), e

g o

wner

, occ

upie

r

□

regula

tions,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005

3.2

co

nduct

audits

and insp

ections

of

sim

ple

pre

mis

es s

afel

y □

sa

fely

— w

ithout

causi

ng inju

ry o

r dam

age

to s

elf,

oth

ers

and

pro

per

ty

3.3

m

anag

e th

e pac

e an

d p

roce

ss o

f th

e in

spec

tion w

ith f

lexi

bili

ty t

o

dea

l ap

pro

priat

ely

with iss

ues

outs

ide

the

scope

of

the

pla

n

□

pro

cess

of

the

insp

ection,

eg initia

l co

nta

ct w

ith r

elev

ant

per

son(s

),

booki

ng o

f tim

e an

d d

ura

tion,

reques

ting r

elev

ant

info

rmat

ion,

aski

ng r

elev

ant

ques

tions,

pro

vidin

g r

esponse

s, f

eedbac

k an

d r

eport

s as

req

uired

□

issu

es o

uts

ide

the

scope

of

the

pla

n,

eg inab

ility

to c

onta

ct r

elev

ant

per

son(s

), las

t m

inute

can

cella

tions

of

visi

t, n

on-c

onfo

rmitie

s to

the

regula

tory

req

uirem

ents

3

Be

able

to v

isit

sim

ple

pre

mis

es t

o

carr

y out

audits

and insp

ections

3.4

id

entify

sys

tem

s an

d p

roce

sses

put

in p

lace

to r

educe

ris

ks

□

syst

ems

and p

roce

sses

, eg

man

agem

ent

syst

ems,

appro

priat

e st

ora

ge

of

haz

ards

within

sim

ple

pre

mis

es,

stru

ctura

l fe

ature

s,

mea

ns

of

esca

pe,

sig

nag

e, w

arnin

g s

yste

ms,

em

ergen

cy lig

hting,

equip

men

t

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

72

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

dea

l w

ith iden

tified

iss

ues

in a

lo

gic

al a

nd s

yste

mat

ic m

anner

□

id

entified

iss

ues

, eg

non

-confo

rmitie

s to

the

regula

tory

req

uirem

ents

□

logic

al a

nd s

yste

mat

ic m

anner

, eg

thro

ugh c

lear

and c

onci

se

requirem

ents

rep

ort

s usi

ng S

MART o

bje

ctiv

es

3.6

id

entify

posi

tive

asp

ects

of

fire

sa

fety

per

form

ance

on w

hic

h

furt

her

chan

ge

and d

evel

opm

ent

can b

e built

□

posi

tive

asp

ects

of

fire

saf

ety

per

form

ance

, eg

corr

ect

com

ple

tion o

f Fi

re R

isk

Ass

essm

ent

and c

omplia

nce

with its

conte

nts

□

furt

her

chan

ge

and d

evel

opm

ent,

eg r

egula

r re

view

pro

cess

es,

seek

ing a

nd im

ple

men

tation o

f bes

t pra

ctic

e fr

om

oth

er p

rem

ises

, co

ntinual

fire

safe

ty t

rain

ing a

nd d

evel

opm

ent

3.7

co

mpar

e findin

gs

with e

xist

ing

stan

dar

ds

and a

gai

nst

the

princi

ple

s of

risk

ass

essm

ent

and

contr

ol to

iden

tify

if

any

risk

gap

(s)

exis

t

□

findin

gs,

eg c

onte

nts

of Fi

re R

isk

Ass

essm

ent

□

stan

dar

ds,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005

□

princi

ple

s of

risk

ass

essm

ent

and c

ontr

ol, e

g t

o r

educe

the

pro

bab

ility

and im

pac

t of

the

haz

ards

invo

lved

cau

sing d

eath

or

inju

ry,

har

m t

o t

he

envi

ronm

ent

3.8

se

lect

acc

epta

ble

options

to

achie

ve a

ccep

table

sta

ndar

ds

wher

e risk

s ar

e in

adeq

uat

ely

contr

olle

d

□

acce

pta

ble

options,

eg in lin

e w

ith leg

al r

equirem

ents

, ag

reed

by

all

par

ties

conce

rned

with,

and leg

ally

res

ponsi

ble

for,

the

man

agem

ent

and e

nfo

rcem

ent

of

fire

saf

ety

□

acce

pta

ble

sta

ndar

ds,

eg c

onfo

rmin

g t

o t

he

Reg

ula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005 a

nd s

ubse

quen

t updat

es t

hro

ugh s

tandar

d o

r bes

poke

engin

eere

d s

olu

tions,

Appro

ved D

ocu

men

t B;

Build

ing

Bulle

tin 1

00;

BS 9

999;

Fire

codes

; H

ealth T

echnic

al M

emora

nda

and

oth

er r

elev

ant

fire

saf

ety

guid

ance

.

□

risk

contr

ol, e

g t

hro

ugh t

he

rem

ova

l of

haz

ards

or

by

imple

men

ting

contr

ol m

easu

res

and/o

r fire

saf

ety

syst

ems

and e

quip

men

t to

co

ntr

ol th

e risk

of

har

m

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.9

id

entify

the

enfo

rcem

ent

action

required

to s

ecure

com

plia

nce

by

self a

nd t

he

appro

priat

e per

son(s

)

□

enfo

rcem

ent

action,

eg n

otice

s fo

r ac

tion t

o b

e ta

ken,

pro

secu

tion

□

com

plia

nce

, eg

in lin

e w

ith R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005 a

nd s

ubse

quen

t updat

es

□

appro

priat

e per

son(s

), e

g o

wner

, occ

upie

r, p

erso

n(s

) re

sponsi

ble

for

fire

saf

ety

man

agem

ent

for

sim

ple

pre

mis

es

3.1

0

asse

ss t

he

likel

y im

pac

t on t

he

peo

ple

and p

roper

ty r

esultin

g

from

enfo

rcem

ent

action

□

asse

ss,

eg m

ake

dec

isio

n o

r ju

dgem

ent

bas

ed o

n e

viden

ce g

ather

ed

agai

nst

set

crite

ria

□

impac

t, e

g c

ost

, lo

ss o

f busi

nes

s, r

estr

iction o

f use

, re

strict

ion t

o

occ

upan

cy,

envi

ronm

enta

l im

pac

t, im

pac

t on c

om

munity

3.1

1

enco

ura

ge

dev

elopm

ent

of

fire

sa

fety

polic

ies,

pla

ns

and

pro

cedure

s to

influen

ce

appro

priat

e risk

man

agem

ent

stan

dar

ds

within

sim

ple

pre

mis

es

□

enco

ura

ge

dev

elopm

ent,

eg p

rovi

de

info

rmat

ion,

advi

ce a

nd

guid

ance

, offer

tra

inin

g o

pport

unitie

s an

d e

duca

tional

mat

eria

l

□

appro

priat

e risk

man

agem

ent

stan

dar

ds,

eg s

tandar

ds

and

requirem

ents

within

fire

risk

ass

essm

ent

4.1

pre

par

e cl

ear,

conci

se insp

ection

report

s, in t

he

agre

ed f

orm

at

□

agre

ed f

orm

at,

eg a

s per

org

anis

atio

nal

polic

y, p

roce

dure

and u

se o

f st

andar

d f

orm

s 4

Be

able

to r

eport

on t

he

conduct

an

d f

indin

gs

of

the

visi

t to

sim

ple

pre

mis

es

4.2

pre

par

e in

spec

tion r

eport

s w

hic

h

will

in

form

the

nex

t vi

sit

pla

n

id

entify

who w

as m

et

st

ate

the

purp

ose

of

the

insp

ection

st

ate

any

limitat

ions

st

ate

the

salie

nt

findin

gs

in

dic

ate

action t

aken

by

self

and o

ther

per

son(s

)

□

pre

par

e ac

cura

te r

eport

s in

lin

e w

ith r

elev

ant

guid

elin

es a

nd

pro

cedure

s

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

ev

aluat

e th

e ef

fect

iven

ess

of

the

insp

ection a

gai

nst

obje

ctiv

es in

the

pla

n

□

effe

ctiv

enes

s, e

g a

bili

ty o

f in

spec

tion t

o e

nsu

re s

uff

icie

nt

fire

saf

ety

pre

cautions

are

pre

sent

at t

he

pre

mis

es invo

lved

4.4

ar

range

any

furt

her

act

ion

required

by

ow

n o

r an

oth

er

regula

tory

auth

ority

□

furt

her

act

ion,

eg a

men

dm

ents

to fire

risk

ass

essm

ent,

chan

ges

to

polic

ies

and p

roce

dure

s in

man

agem

ent

of

pre

mis

es,

chan

ges

to f

ire

safe

ty e

quip

men

t, s

ignag

e an

d s

yste

ms,

chan

ges

to p

rem

ises

to

confo

rm t

o f

ire

safe

ty r

equirem

ents

(la

yout,

mat

eria

ls,

const

ruct

ion)

□

oth

er r

egula

tory

auth

ority

, eg

build

ing c

ontr

ol, E

nvi

ronm

ent

Agen

cy

4.5

co

mm

unic

ate

findin

gs

to

colle

agues

and u

pdat

e au

thority

re

cord

s

□

com

munic

ate,

eg v

erbal

ly,

in w

riting,

form

al r

eport

s, p

rese

nta

tions,

dat

abas

es

□

auth

ority

rec

ord

s, e

g r

isk

regis

ters

, risk

inte

lligen

ce d

atab

ases


75


Delivery



When delivering learning outcome 1 it is important that the centre provides learners with opportunities to investigate the full range of regulatory authorities in relation to fire safety. Doing this will enable learners to develop their knowledge in full, and prepare them to select the appropriate authorities for assessment purposes. Delivery should clearly show how authorities link and how they work together to promote fire safety in simple premises. Learners should then be given the opportunity to develop understanding of how different organisations apply health and safety policies. The use of guest speakers and visits to organisations would support the learning here. Learners will also need information on how risks are assessed and options available to ensure premises comply with fire safety regulations.


For learning outcome 2 centres should provide learners with opportunities to plan visits to simple premises. Centres should give learners examples of good and poor planning practice. In particular learners should look at information sources, regulatory priorities and appropriate benchmarks in order to understand the requirements of an effective plan.

For learning outcome 3 centres could use role plays of visits. It would be appropriate for these to be broken down into the various components of a visit, and for a number of developmental opportunities to be provided prior to any summative assessment. The use of case studies, video presentations and guest speakers that are able to highlight the positive experiences as well as potential issues when undertaking visits would support this delivery.

Learning outcome 4 focuses on the reporting that takes place following a visit to simple premises. Learners should be provided with examples of reports that demonstrate good and bad practice of reporting. It is important that they are able to show understanding of the format expected as well as the content of any report that they produce. These reports should clearly show both the findings and any further actions that the inspector suggests are required to ensure compliance.

Assessment





76

Evidence should show that learners can apply knowledge and skills in a range of complex activities, demonstrating comprehension of relevant legislative requirements. They should be able to analyse information and make reasoned judgements, employing a range of responses to well defined but often unfamiliar or unpredictable problems.

It may be appropriate for the centre to provide a role play or case study that all assessment activities for the unit can link to. This would place in context the assessment activities that are undertaken. The case study should provide sufficient detail to allow learners to fully meet the requirements of the assessment for the unit.

For AC1.1 learners need to explain the aims, objectives and priorities of the regulatory authority detailed in the case study, in detail and with reasons and examples. AC1.2 takes this further by requiring learners to explain the policies, instructions and procedures, as indicated in the unit amplification, with examples. AC1.3 requires learners to explain how the work undertaken by regulators may affect other agencies in relation to wider safety matters and fire safety, and how this links agencies together. For AC1.4 learners must describe the health and safety policy for a given organisation, in particular how they apply to visits to simple premises. The policy should cover those that are appropriate for the assessment context. This description should be more than a list, and should include all the relevant information in relation to the different policies. For AC1.5 learners need to explain how the level of fire risk can be assessed. This does not require learners to form a judgement at this point, but rather to show how a judgement can be made. However, it is important learners support their work with examples. AC1.6 takes this further, requiring learners to explain options that can move simple premises towards compliance, and how to select them. For AC1.7, learners need to show how to assess the impact of their decisions in relation to the premises, the personnel in the organisation and the community as a whole. AC1.8 requires learners to describe how to differentiate between formal and informal enforcement, providing all the relevant information in relation to the different enforcement options available. The evidence should show where the different options can be used appropriately. AC1.9 requires learners to explain how to assess control measures and management systems that are in place to identify breaches of fire safety legislation. Evidence for this should also show how these breaches can increase risk to fire safety. For AC1.10 learners need to describe the requirements for communicating the findings of the visit. It is the theoretical knowledge of the methods used to communicate information that is being assessed here rather than the application of the methods, which will come later in the unit. Learners should show that they understand who they should report to, both within and outside the organisation, and the different methods of reporting.


AC2.1 requires learners to use appropriate sources of information, as indicated in the unit amplification, to identify both person(s) and premises for inspection. It is important that the evidence is in line with their own level of authority. Assessors could provide a range of case studies or scenarios. Learners should plan a series of inspections for the premises for AC2.2. As they plan, it is important that learners show how the steps taken are consistent with the priorities of the regulatory


77

authority they are representing. For AC2.3 learners need to select and plan for individual audits or inspections. It is important that they show how they would take priorities into account, and also the availability of person(s) involved. AC2.4 requires learners to identify benchmarks and likely priorities for consideration during the visit. This information will then inform the evidence for AC2.5, which requires learners to develop topic areas for the audit and inspection. These topic areas should clearly link to the organisational priorities such as integrated risk management planning.

The focus of assessment for learning outcome 3 is for learners to actually visit a simple premises to carry out an audit and inspection. This may come from activities undertaken as part of learners’ roles or through role play and scenario-based assessment. It may be appropriate for assessors to undertake the role of manager/owner of the organisation being inspected. AC3.1 requires learners to contact the person with authority to secure cooperation and gain access to the premises in order to carry out the audit and inspection. AC3.2 then requires learners to carry out audits and inspections safely. This should be recorded through the use of an observation record completed by assessors, and any notes made during the visit submitted as supporting evidence.

For AC3.3 learners need to manage the visit, ensuring that the pace and process of inspection is appropriate. Assessors should have a scenario planned that introduces an unexpected event to enable learners to demonstrate flexibility in their approach to the visit. AC3.4 requires learners, whilst undertaking the visit, to identify the systems and processes that are in place to reduce risks. AC3.5 requires learners to provide actions that deal with any identified issues in a logical and systematic manner. This should include the use of SMART (specific, measurable, achievable, relevant, time-measured) objectives. For AC3.6 learners need to identify good practice, showing the premises owner/occupier what they are doing well, and reinforcing to learners the importance of positive feedback in inspection and audit. Learners should show how this good practice can be built upon and further developed. AC3.7 follows on from the previous criterion, requiring learners to compare their findings with existing standards to identify any gaps in control measures in relation to risk assessment. AC3.8 requires learners to select options that are in line with legal requirements that will allow the premises to achieve acceptable standards of risk management. For AC3.9 learners should identify the enforcement action required to secure compliance with fire safety regulation in force at the time of assessment. Once this has been done, learners should assess the likely impact of the enforcement action on the people and property to achieve AC3.10. These impacts could be cost related, restrict use and affect the wider community. For AC3.11 learners need to show how they would encourage the development of fire safety policies, plans and procedures within the premises.

Learning outcome 4 should be assessed after the role play. The focus of this outcome is on the reporting that occurs after a visit. AC4.1 requires learners to prepare inspection reports following the visit. This report should follow the format agreed with the assessor, and should use standard forms. For AC4.2 learners must prepare a report that includes items listed in the unit amplification. For AC4.3, assessors should ensure that learners have evaluated the effectiveness of the inspection against the plan that was developed in learning outcome 2. It is important here that learners have reviewed the information then brought it together to form a conclusion. AC4.4 requires learners to show how they would arrange further action that they have identified as being required, and it may be that


78

suggestions of how this would be monitored would support this criteria. Evidence for AC4.5 should show how learners would communicate their findings to colleagues and the authority, and how they would update records, such as the risk register.


Documents







Approved Document B www.planningportal.gov.uk/buildingregulations/approveddocuments/partb/bcapproveddocumentsb/

Building Bulletin 100 www.education.gov.uk/schools/adminand finance/schoolscapital/buildingsanddesign/environmental/a0063718/fire-safety-design-guidance-building-bulletin-100


Fire code Health Technical Memoranda www.dh.gov.uk/en/Publicationsandstatistics/lettersandcirculars/firecode/DH_609





















79

Unit 7: Assess risks associated with fire in complex premises and environments

Unit reference number: Y/503/3606

QCF level: 4

Credit value: 5


Unit aim

This unit is about the practitioner, either on their own or in cooperation with others, ensuring that, as far as is reasonably practical, everyone on the premises can escape safely in the event of a fire. This will also include ensuring that the risk reduction, fire precautions and maintenance routines are sustainable. It applies to working in complex premises and environments, ie large premises, premises occupied by large numbers of people, where there is a longer distance to an escape route, premises containing sleeping accommodation or where the premises are used for high fire risk processes or storage. Learners will be working within their personal level of responsibility for advice, information and enforcement issues.



NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of assessing fire risks in complex premises and environments.

The responsibility for the assessment lies with the person(s) described within the relevant home nation’s legislation.

A complex premises is defined as any building that was built without a recognised design code or had a major variation that has had a major impact on the life safety principles of the building or built as fire engineering solution under BS7974 or similar.

Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

80

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in t

he

princi

ple

s an

d

met

hodolo

gie

s fo

r risk

as

sess

men

t an

d its

val

idity

in

com

ple

x pre

mis

es a

nd

envi

ronm

ents

□

risk

ass

essm

ent,

eg iden

tifica

tion o

f al

l haz

ards

and r

isks

in p

rem

ises

□

princi

ple

s an

d m

ethodolo

gie

s, e

g r

isk

bas

ed m

ethodolo

gy,

haz

ard

bas

ed m

ethodolo

gy,

fiv

e st

ep m

ethod,

six

step

met

hod,

the

risk

va

lue

mat

rix

met

hod,

indust

rial

met

hod,

algorith

mic

met

hod

□

com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

, eg

hig

h/t

ransi

ent

occ

upan

cy

larg

e sc

ale

build

ings

(ie

off

ice

com

ple

xes,

hote

ls,

indust

rial

pre

mis

es,

shoppin

g c

entr

es)

1.2

ex

pla

in t

he

princi

ple

s an

d

met

hods

of

fire

saf

ety

in

com

ple

x pre

mis

es a

nd

envi

ronm

ents

incl

udin

g

stru

cture

, m

ater

ials

and a

cces

s is

sues

aff

ecting f

ire

safe

ty

□

princi

ple

s an

d m

ethods,

eg a

sses

sing h

azar

ds

and r

isks

with

refe

rence

to b

uild

ing a

ge,

const

ruct

ion o

f pre

mis

es,

mat

eria

ls u

sed,

build

ing u

se,

occ

upan

cy,

visi

tors

, su

rroundin

g r

isks

, la

yout

and

conte

nt,

eas

e of

acce

ss a

nd e

gre

ss,

loca

lity

of

wat

er s

upplie

s,

curr

ent

pre

cautions

1.3

ex

pla

in w

hy

fire

ris

k as

sess

men

t m

ay b

e use

d t

o just

ify

dep

artu

res

from

codes

of

pra

ctic

e

□

fire

ris

k as

sess

men

t in

com

ple

x pre

mis

es a

nd e

nvi

ronm

ent,

eg

iden

tifica

tion o

f al

l fire

haz

ards

and r

isks

in p

rem

ises

□

just

ifyi

ng d

epar

ture

s fr

om

code

of pra

ctic

e, e

g c

ost

ben

efit a

nal

ysis

, pra

ctic

ality,

alter

nat

ive

solu

tions

to r

isk

anal

ysis

with d

esired

saf

ety

outc

om

es

1

Under

stan

d

requirem

ents

for

asse

ssin

g f

ire

risk

s w

ithin

com

ple

x pre

mis

es a

nd

envi

ronm

ents

1.4

ex

pla

in t

he

effe

ct o

f th

e dev

elopm

ent

of

fire

saf

ety

princi

ple

s on p

eople

, pro

per

ty

and t

he

envi

ronm

ent

□

effe

ct o

n p

eople

, eg

com

fort

, sa

fety

of

envi

ronm

ent,

work

pra

ctic

es,

support

busi

nes

s co

ntinuity,

pro

tect

em

plo

ymen

t

□

effe

ct o

n p

roper

ty,

eg m

inim

ise

dam

age,

sav

e his

torica

l m

ater

ials

an

d p

rote

ct h

eritag

e si

tes,

min

imis

e finan

cial

loss

□

effe

ct o

n t

he

envi

ronm

ent,

eg r

educe

conta

min

atio

n,

pro

tect

flo

ra

and f

auna

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

ex

pla

in t

he

purp

ose

of

man

agem

ent

syst

em(s

), a

nd

pas

sive

and a

ctiv

e fire

pro

tect

ion s

yste

m(s

) in

com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

□

man

agem

ent

syst

ems,

eg fire

safe

ty a

nd/o

r hea

lth a

nd s

afet

y polic

y,

fire

ris

k as

sess

men

t an

d s

ubse

quen

t re

cord

s, f

ire

inst

ruct

ions

(inst

ruct

ions

to b

e ca

rrie

d o

ut

in t

he

even

t of

a fire

)

□

pas

sive

, eg

com

par

tmen

talis

atio

n o

f build

ing,

fire

res

ista

nt

mat

eria

ls

□

active

fire

pro

tect

ion s

yste

ms,

eg s

prinkl

ers,

wat

er s

pra

y, o

ther

fire

suppre

ssio

n s

yste

ms

□

Com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

, eg

hig

h/t

ransi

ent

occ

upan

cy

larg

e sc

ale

build

ings

(ie

off

ice

com

ple

xes,

hote

ls,

indust

rial

pre

mis

es,

shoppin

g c

entr

es)

1.6

su

mm

aris

e co

mm

on c

ause

s of

fire

and t

he

signific

ance

of

the

com

mon c

ause

s in

diffe

rent

occ

upan

cies

□

cause

s of

fire

, eg

nak

ed f

lam

es, fu

el e

scap

e, f

lam

mab

le s

ubst

ance

s or

mat

eria

ls,

port

able

hea

ters

, el

ectr

ical

equip

men

t fa

ults,

ele

ctrica

l m

isuse

ie

trai

ling lea

ds,

sock

et o

verload

□

signific

ance

in d

iffe

rent

occ

upan

cies

in c

om

ple

x pre

mis

es,

eg h

igh

risk

, lo

w r

isk,

loca

l au

thority

, re

gio

nal

, nat

ional

sta

tist

ics/

tren

ds

1.7

ex

pla

in h

ow

fire

inci

den

ts c

an

impac

t on b

usi

nes

s co

ntinuity

and s

take

hold

ers

in c

om

ple

x pre

mis

es a

nd e

nvi

ronm

ents

□

impac

t on b

usi

nes

s co

ntinuity,

eg r

estr

icte

d a

cces

s, c

losu

re o

f pre

mis

es,

loss

of

stock

, finan

cial

, lo

ss o

f es

sential

fac

ility

and/o

r eq

uip

men

t fo

r busi

nes

s ac

tivi

ty,

emplo

yee

inju

ry o

r lo

ss

□

stak

ehold

ers,

eg loss

of

cust

om

ers,

loss

of

supplie

r, loss

of

inve

stors

1.8

an

alys

e th

e im

pac

t of

the

div

ersi

ty o

f occ

upan

ts in r

elat

ion

to s

afet

y re

sponse

s

□

impac

t of

occ

upan

ts o

n s

afet

y re

sponse

, eg

diffe

rent

hig

h a

nd low

risk

s re

late

d t

o t

he

diffe

rent

occ

upan

cies

in c

om

ple

x pre

mis

es a

nd

envi

ronm

ents

(num

ber

s an

d d

istr

ibution)

and a

ctiv

itie

s (r

esid

ential

, in

dust

rial

etc

) in

a b

uild

ing

□

div

ersi

ty,

eg c

ultura

l diffe

rence

s, lan

guag

es,

cust

om

s

1.9

def

ine

hum

an b

ehav

iour

in t

he

conte

xt o

f fire

pre

vention a

nd

def

ence

agai

nst

fire

in c

om

ple

x pre

mis

es a

nd e

nvi

ronm

ents

□

inte

ract

ion a

nd b

ehav

iour,

eg a

war

enes

s an

d u

nder

stan

din

g o

f fire

pre

vention a

nd d

efen

ce c

om

ponen

ts,

com

plia

nce

with inst

ruct

ions

□

fire

pre

vention a

nd d

efen

ce c

omponen

ts,

eg a

larm

sys

tem

s,

equip

men

t, f

ire

inst

ruct

ions,

build

ing c

onst

ruct

ion

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

82

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

0

anal

yse

the

fact

ors

affec

ting t

he

form

ula

tion o

f risk

-appro

priat

e m

easu

res

within

org

anis

atio

nal

co

nst

rain

ts,

for

the

pro

tect

ion o

f peo

ple

, pro

per

ty a

nd t

he

envi

ronm

ent

□

fact

ors

, eg

cost

ben

efit a

nal

ysis

, occ

upan

cy,

hig

h/l

ow

ris

k, b

uild

ing

use

, fire

load

ing,

age

of

pre

mis

es,

active

and p

assi

ve f

ire

safe

ty

mea

sure

s

□

org

anis

atio

nal

const

rain

ts,

eg f

inan

ces,

nat

ure

of

busi

nes

s

1.1

1

eval

uat

e th

e ro

le a

nd inte

rest

s of

stak

ehold

ers

in t

he

pro

tect

ion

of

life,

pro

per

ty a

nd t

he

envi

ronm

ent

from

fire

□

the

role

of

stak

ehold

ers,

eg o

wner

s, o

ccupie

rs,

emplo

yees

, cu

stom

ers,

loca

l fire

ser

vice

s, loca

l gove

rnm

ent

dep

artm

ents

□

inte

rest

s of

stak

ehold

ers,

eg s

afet

y of

peo

ple

, re

duce

d lev

el o

f in

jury

an

d life,

fin

anci

al c

ost

to indiv

idual

, busi

nes

s an

d t

he

nat

ional

ec

onom

y, m

ainte

nan

ce o

f her

itag

e, c

ontinuity

of

emplo

ymen

t an

d

busi

nes

s, low

er insu

rance

cla

ims

2.1

ex

pla

in h

ow

to a

cces

s so

urc

es o

f sp

ecia

list

advi

ce a

nd s

upport

□

so

urc

es,

eg loca

l fire

and r

escu

e se

rvic

es,

web

site

s, B

usi

nes

s Li

nk,

fire

saf

ety

consu

ltan

ts

2.2

Sum

mar

ise

the

rele

vant

nat

ional

le

gis

lative

fra

mew

ork

and t

he

mec

han

ism

s of

enfo

rcem

ent

in

new

, al

tere

d a

nd e

xist

ing

build

ings

□

nat

ional

leg

isla

tive

fra

mew

ork

and s

ubse

quen

t updat

es,

eg

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

Fire

and R

escu

e Ser

vice

s Act

2004

□

enfo

rcem

ent

mec

han

ism

s, e

g n

on-c

onfo

rmity

advi

ce,

enfo

rcem

ent

notice

s, leg

al o

rder

s

2

Under

stan

d

pro

cess

es a

nd

guid

ance

rel

evan

t to

fire

risk

as

sess

men

t in

co

mple

x pre

mis

es

and e

nvi

ronm

ents

2.3

ex

pla

in o

rgan

isat

ional

polic

y an

d

work

ing p

ract

ices

in r

elat

ion t

o

risk

ass

essm

ent

in c

om

ple

x pre

mis

es a

nd e

nvi

ronm

ents

□

org

anis

atio

nal

polic

y, e

g f

ire

inst

ruct

ions,

busi

nes

s co

ntinuity

pla

n

□

work

ing p

ract

ices

, eg

offic

e, s

hop,

fact

ory

, w

areh

ouse

, ac

com

modat

ion,

educa

tional

, pla

ce o

f as

sem

bly

, pla

ce o

f en

tert

ainm

ent,

outd

oor,

hea

lthca

re,

tran

sport

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

83

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

ex

pla

in t

he

met

hods

and

tech

niq

ues

for

iden

tify

ing,

asse

ssin

g a

nd inte

rpre

ting

rele

vant

dat

a an

d a

ssoci

ated

in

form

atio

n

□

met

hods

and t

echniq

ues

for

iden

tify

ing,

eg r

efer

ence

to p

lans,

vis

it

to p

rem

ises

, ques

tionin

g o

f re

leva

nt

peo

ple

(eg

ow

ner

, ar

chitec

t,

build

er)

□

met

hods

and t

echniq

ues

for

asse

ssin

g,

eg v

alid

atin

g,

auth

entica

ting,

ensu

ring r

elev

ance

, ap

ply

ing c

onsi

sten

cy,

ensu

ring s

uff

icie

ncy

(by

refe

rrin

g t

o g

uid

ance

docu

men

ts o

r sp

ecia

list

engin

eers

)

□

met

hods

and t

echniq

ues

for

inte

rpre

ting,

eg q

uan

tita

tive

ly,

qual

itat

ivel

y, leg

ally

□

rele

vant

dat

a an

d a

ssoci

ated

info

rmat

ion,

eg d

imen

sions,

lay

out,

co

nst

ruct

ion m

ater

ial, u

se o

f pre

mis

es

2.5

cl

arify

the

consu

ltat

ion

pro

cedure

s re

lating t

o f

ire

safe

ty □

co

nsu

ltat

ion p

roce

dure

s, e

g b

etw

een o

wner

and loca

l fire

auth

ority

an

d loca

l au

thority

build

ing c

ontr

ol

2.6

cl

arify

the

role

s, r

esponsi

bili

ties

, le

vel of

auth

ority

and

requirem

ents

of

self a

nd o

ther

s w

ithin

the

conte

xt o

f fo

rmal

pro

ceed

ings

□

form

al p

roce

edin

gs,

eg e

nfo

rcem

ent

notice

, le

gal

pro

secu

tion

□

oth

ers,

eg o

wner

, occ

upie

r, b

uild

er,

arch

itec

t, loca

l build

ing a

uth

ority

□

role

s, a

uth

ority

lev

el a

nd r

equirem

ents

of

self,

eg f

ire

safe

ty

insp

ecto

r, a

uditor,

enfo

rcem

ent

offic

er,

pro

vidin

g info

rmat

ion,

advi

ce

and g

uid

ance

to r

elev

ant

per

sons

□

role

s, a

uth

ority

lev

el a

nd r

equirem

ents

of

oth

ers,

eg loca

l au

thority

build

ing c

ontr

ol, a

rchitec

ts,

supplie

rs o

f co

nst

ruct

ion m

ater

ials

, pro

vidin

g info

rmat

ion,

advi

ce a

nd g

uid

ance

to r

elev

ant

per

sons

2.7

cr

itic

ally

com

par

e th

e guid

ance

an

d c

odes

of

pra

ctic

e th

at

addre

ss s

afet

y of

life

from

fire

and c

om

plia

nce

with leg

isla

tion

for

com

ple

x fire

saf

ety

mea

sure

s

□

guid

ance

and c

odes

of

pra

ctic

e ad

dre

ssin

g s

afet

y of

life

from

fire,

an

d s

ubse

quen

t updat

es,

eg f

ire

engin

eere

d s

olu

tions

usi

ng w

hat

ever

m

ethods

the

engin

eer

sees

fit,

but

incl

udin

g B

S 7

974;

Char

tere

d

Inst

itution o

f Build

ing S

ervi

ces

Engin

eers

(CIB

SE)

□

legis

lation f

or

sim

ple

fire

safe

ty m

easu

res,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

84

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

ev

aluat

e th

e ty

pe

and lev

el o

f risk

ass

oci

ated

with iden

tified

haz

ards

□

type

of

risk

s, e

g m

ay c

ause

dea

th,

serious

inju

ry,

min

or

inju

ry

□

leve

l of

risk

, eg

low

, m

ediu

m,

hig

h

3.2

id

entify

all

phys

ical

are

as w

ithin

th

e sc

ope

of

the

eval

uat

ion

□

eval

uat

ion s

cope,

eg c

larifica

tion

of

scope

with c

lient/

ow

ner

□

phys

ical

are

a, e

g c

om

par

tmen

t/ro

om

, co

rrid

or,

sta

irw

ell, lobby,

m

ezza

nin

e floor

3.3

id

entify

rel

evan

t peo

ple

who

may

be

at r

isk

□

rele

vant

peo

ple

, eg

ow

ner

, em

plo

yees

, re

siden

ts,

visi

tors

, peo

ple

in

adja

cent

area

s, m

ember

s of

the

public

3.4

as

sess

the

signific

ance

of

iden

tified

ris

ks a

nd t

hei

r pote

ntial

for

har

m t

o p

eople

, pro

per

ty a

nd t

he

envi

ronm

ent

□

risk

sig

nific

ance

, eg

pro

duct

of risk

pro

bab

ility

and r

isk

impac

t

□

har

m t

o p

eople

, eg

phys

ical

har

m,

psy

cholo

gic

al h

arm

, im

med

iacy

, sh

ort

ter

m,

long t

erm

, per

man

ent,

har

m c

ausi

ng t

ime

off

work

□

har

m t

o p

roper

ty,

eg loca

lised

within

pro

per

ty,

pro

per

ty w

ide,

ad

jace

nt

pro

per

ty,

cost

of

type

of

dam

age

□

har

m t

o e

nvi

ronm

ent,

eg f

lora

, fa

una,

im

med

iate

, sh

ort

ter

m,

long

term

, co

st o

f ty

pe

of

dam

age

3.5

ev

aluat

e th

e ef

fect

iven

ess

of

curr

ent

contr

ol m

easu

res

□

eval

uat

ion t

echniq

ues

, eg

abili

ty t

o g

ather

and a

nal

yse

info

rmat

ion

and d

ata,

usi

ng info

rmat

ion a

nd d

ata

to a

sses

s an

d m

ake

judgem

ents

□

effe

ctiv

enes

s of

contr

ol m

easu

res,

eg s

ucc

ess

or

not

of

contr

ol

mea

sure

to r

educe

or

erad

icat

e risk

3

Be

able

to e

valu

ate

fire

haz

ards

and

risk

s in

com

ple

x pre

mis

es a

nd

envi

ronm

ents

3.6

det

erm

ine

the

nee

d f

or

exis

ting

or

new

contr

ol m

easu

res

□

det

erm

inin

g n

eed,

eg c

onsi

der

atio

n o

f co

st b

enef

it a

nal

ysis

, le

vel of

risk

pose

d,

impac

t of

risk

, pro

bab

ility

of

risk

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

dev

elop s

uitab

le o

ptions

to

elim

inat

e, r

educe

or

contr

ol risk

s in

com

ple

x pre

mis

es a

nd

envi

ronm

ents

□

dev

elop s

uitab

le o

ptions,

eg r

emove

haz

ard,

move

haz

ard,

pro

tect

haz

ard,

pro

tect

surr

oundin

g a

rea

and/o

r per

sons

4.2

dev

elop a

rat

ional

e fo

r prioritisa

tion a

gai

nst

critica

l fa

ctors

to s

upport

ris

k m

anag

emen

t dec

isio

ns

□

dev

elop a

rat

ional

e, e

g p

rovi

de

a va

lidat

ion p

roce

ss,

qual

itat

ive

and/o

r quan

tita

tive

, to

ord

er d

ata

□

critic

al f

acto

rs t

o s

upport

dec

isio

ns,

eg r

educi

ng r

isk,

conta

inin

g r

isk,

el

imin

atin

g r

isk,

cost

, pote

ntial

dis

ruption t

o n

orm

al w

ork

, fe

asib

ility

of

option im

ple

men

tation

4.3

se

ek a

dvi

ce a

nd s

upport

to

addre

ss iss

ues

that

are

outs

ide

of

ow

n lev

el o

f re

sponsi

bili

ty o

r ex

per

tise

□

seek

advi

ce a

nd s

upport

, eg

saf

ety,

engin

eering,

legal

, co

nst

ruct

ion

□

leve

l of

resp

onsi

bili

ty o

r ex

per

tise

, eg

dep

enden

t on job t

itle

, des

crip

tion,

role

map

4.4

obta

in a

gre

emen

t an

d a

ppro

val

from

those

with t

he

auth

ority

to

take

forw

ard a

ctio

ns

that

hav

e bee

n d

eter

min

ed

□

obta

in a

gre

emen

t an

d a

ppro

val, e

g t

hro

ugh d

iffe

rent

com

munic

atio

n

styl

es (

verb

ally

, in

writing,

report

s, p

rese

nta

tions)

, ch

ecki

ng

under

stan

din

g,

neg

otiat

ing s

kills

, in

fluen

cing s

kills

□

those

with a

uth

ority

to t

ake

forw

ard a

ctio

ns,

eg s

enio

r m

anag

ers/

off

icer

s, leg

al r

epre

senta

tive

s, loca

l au

thority

off

icer

s

4

Be

able

to s

pec

ify

solu

tions

to

min

imis

e risk

s fr

om

fire

in

com

ple

x pre

mis

es

and e

nvi

ronm

ents

4.5

ad

vise

on a

ctio

ns

to m

eet

legal

an

d s

tatu

tory

req

uirem

ents

and

implic

atio

ns

of

non-c

om

plia

nce

□

legal

and s

tatu

tory

req

uirem

ents

, an

d s

ubse

quen

t updat

es,

eg f

ire

engin

eere

d s

olu

tions

usi

ng w

hat

ever

met

hods

the

engin

eer

sees

fit,

but

incl

udin

g B

S 7

974;

Char

tere

d I

nst

itution o

f Build

ing S

ervi

ces

Engin

eers

(CIB

SE),

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

□

implic

atio

ns

of

non-c

om

plia

nce

, eg

leg

al p

rose

cution,

fines

, cl

osu

re

of

pre

mis

es,

impriso

nm

ent

□

giv

ing a

dvi

ce,

eg c

omm

unic

atio

n s

tyle

, in

fluen

cing s

kills

, diffe

rentiat

ing d

esirab

le a

nd e

ssen

tial

act

ions,

prioritisi

ng a

ctio

ns,

gai

nin

g a

gre

emen

t, c

larify

ing inte

rpre

tation o

f st

andar

ds


86


Delivery


It is important that in the delivery of this unit, all materials used relate to complex premises and environments. It is also important when planning the delivery of the unit, that the centre allow learners to develop their higher order thinking skills appropriate to level 4. This will require learners to develop a rigorous approach to the acquisition of a broad knowledge base, and to employ a range of specialised skills during the study of the unit.

When delivering learning outcome 1 it is important that the centre provides learners with opportunities to investigate a range of methodologies used in fire risk assessment associated with complex premises and environments. This will enable learners to develop their higher order thinking skills in order to explain and justify the methods to be used. The centre will also need to provide access to case studies or desktop scenarios that show the different management and fire protection systems that are used in complex premises and environments, and the common causes of fire. By using case studies learners will be able to develop their knowledge of how different occupancies are affected. Within the case studies and desktop scenarios the centre can include a range of diverse occupants and cultures to help learners develop their knowledge and understanding. Case studies can also be used to help learners develop their evaluation skills.

Learning outcome 2 focuses on the information and guidance that is available when assessing risk in complex premises and environments. Learners should be given the opportunity to investigate a range of sources of advice and support, and the relevant legislative framework that is in place at time of delivery. It is important within this outcome to ensure that sources are not simply provided for investigation, and that learners do independent research, therefore developing the ability to explain where to access support. Learners also need to develop their understanding of the roles and responsibilities of personnel involved with formal proceedings. Delivery of this may be enhanced through guest speakers or visits to industry, enabling learners to formulate and ask questions that extend their thinking, which will prepare them for the assessment requirements for the outcome.

Learning outcome 3 will allow learners to apply the knowledge and understanding developed in this unit to practical situations. Formative opportunities should be provided and this may be through the use of case studies, role-play scenarios or table-top exercises. Learners should be given the opportunity to develop their understanding of the type and level of risk associated with identified hazards, and to identify those who may be at risk. The use of practical activities that are then reviewed will allow learners to develop the evaluative skills required.

Delivery of learning outcome 4 may follow that of learning outcome 3, and will require learners to propose solutions to minimise risks from fire in complex premises and environments. The use of case studies, desktop scenarios and role-play scenarios will allow learners to apply this knowledge to a range of premises and environments, and this will make them aware of the different solutions


87

available. It is important that learners are able to develop knowledge of a range of legal and statutory requirements and the implications of non-compliance.

Assessment




It is important here that the assessor ensures that learners have provided knowledge that reflects the level of study for the unit, in this case level 4. The evidence should show how learners determine solutions to a variety of unpredictable problems, generate a range of innovative responses to well-defined but often unfamiliar problems and evaluate information, using it to plan and develop investigative strategies.

For AC1.1 learners must provide a clear explanation of the principles and methodologies used in fire risk assessment, showing its validity within complex premises and environments. This explanation should be more than a description, and should include all the relevant information in relation to the different methodologies available.

AC1.2 requires learners to cover the principles and methods identified in the assessment criteria (structure, materials and access issues). The evidence should include a clear explanation and set out the principles in detail with examples to support the information presented.

AC1.3 requires an explanation as to why fire risk assessment may be used to justify the departure from current codes of practice. Learners should include examples.

AC1.4 focuses on the impact of fire safety on people, property and the environment. Learners must provide evidence that covers all three aspects, with examples. These examples may come from case studies used in the delivery of the outcome, from independent study or from industry if learners are currently employed. The evidence for AC1.5 should include sufficient detail in relation to the purpose of management systems used in complex premises and environments, and the passive and active fire protection systems listed. The evidence should be more detailed than simply a list of systems available, and learners should demonstrate knowledge of all the relevant features of those included.

For AC1.6 learners should cover a range of causes of fire, and for each show the significance in different occupancies as indicated in the unit amplification. For each cause learners should articulate the main points of the cause and the essential significances on different occupancies.

Evidence for AC1.7 and 1.8 may be integrated by using a case study for analysis. AC1.7 requires learners to explain the impact fire incidents can have on businesses and their stakeholders in complex premises and environments, while AC1.8 requires the analysis of the impact of the diversity of occupants. Using appropriate case studies will help generate evidence for both criteria.


88

AC1.9 requires learners to provide evidence that shows how people interact with fire prevention and defence in complex premises and environments, and the effects that their behaviour, awareness and understanding can have. Again here it would be appropriate for learners to use examples to support the evidence provided.

Evidence for AC1.10 and 1.11 may be integrated and developed through the use of a desktop scenario that requires learners to analyse the factors that affect the formulation of risk-appropriate solutions in a given situation and then move on to evaluate the role of stakeholders involved. When assessing this, it is important that there is evidence of evaluation before AC1.11 is awarded. Learners should review the information then bring it together to form a conclusion, providing evidence for each of their views or statements.

To achieve AC2.1 learners should explain how to access different sources of specialist advice and support.

For AC2.2, learners should summarise the legislative framework and mechanisms of enforcement that are in operation at the time of delivery. This summary should set out the main points of the legislation. AC2.3 might be assessed through the use of a case study or desktop scenario which allows learners to explain an organisation’s policy and working practices in relation to risk assessment. It is important that learners focus on practices that apply to complex premises and environments.

AC2.4 requires learners to explain methods used to identify, assess and interpret data and associated information. It is not a requirement of this AC that learners undertake the analysis, but they should set out how and why the data can be identified, assessed and interpreted, making reference to the relevant unit content.

Evidence to meet the requirements of AC2.5 and 2.6 could be generated together, allowing learners to clarify the consultation procedures relating to fire safety and the roles, responsibilities and levels of authority. If a case study is used, this could be done as a written task or presentation.

AC2.7 requires learners to investigate and critically compare a range of guidance and codes of practice that address safety. A critical comparison requires learners to identify the main factors that apply in two or more situations and explain the similarities and differences or advantages and disadvantages and then weigh up both positive and negative points before making a judgement on the findings.

Assessment of learning outcome 3 should be practical where possible, allowing learners to apply the knowledge attained through study of learning outcomes 1 and 2. Assessment could be linked to a case study, role play or desktop scenario. AC3.1 requires learners to evaluate the risks associated with identified hazards. The evidence should show how learners have reviewed the information, then brought it together to form a conclusion, giving evidence for each of their views or statements.

For AC3.2 learners should move on to identify all the physical areas within the scope of evaluation, as indicated in the unit content. As part of the exercise, learners could identify the people who may be at risk to achieve AC3.3, and assess the significance of the risks identified for AC3.4.

Evidence for AC3.5 and 3.6 could also be linked, with learners evaluating the effectiveness of the control measures in place in the case study or exercise, and then determining the need for the existing control measures, or proposing new control measures as appropriate.


89

If a case study, role play or desktop scenario is used for learning outcome 3, the same exercise might be used for learning outcome 4. AC4.1 requires learners to develop options to eliminate, reduce or control risks in complex premises and environments, as indicated in the unit content. This can then be prioritised, with a rationale being given for the process to achieve AC4.2. Learners could then undertake a role-play exercise or a written desktop scenario with the assessor playing a role and learners seeking advice and support as necessary. For AC4.3 learners should show how they would seek advice, and who they would approach for advice. For AC4.4 they need to obtain agreement to take forward actions that have been determined. For this assessment criterion the assessor could adopt the role of an authority figure, and learners should provide evidence in the form of a report or presentation to obtain the approval. Finally for AC4.5, assessors could adopt the role of a person seeking advice, and learners could then provide advice on actions that can be taken to meet legal and statutory requirements and the implications of non-compliance.


Documents




Chief Fire Officers Association Guidance documents






BR 187 External fire spread: Building separation and boundary distances

http://products.ihs.com/Ohsis-SEO/102614.html

Approved Document B Volume II www.planningportal.gov.uk/uploads/br/BR_App_Doc_B_v2.pdf

Approved Document M www.planningportal.gov.uk/uploads/br/BR_PDF_ADM_2004.pdf

BS 7974:2001 Application of fire safety engineering principles to the design of buildings. Code of practice


Websites

Chartered Institution of Building Services Engineers (CIBSE)

www.cibse.org/










http://products.ihs.com/Ohsis-SEO/102614.html�


http://www.planningportal.gov.uk/uploads/br/BR_App_Doc_B_v2.pdf�


http://www.planningportal.gov.uk/uploads/br/BR_PDF_ADM_2004.pdf�




http://www.cibse.org/�


90

Unit 8: Ensure measures are in place to protect people from fire in complex premises and environments

Unit reference number: T/503/1927

QCF level: 4

Credit value: 5


Unit aim

This unit is about ensuring that required fire safety resources are available, including active and passive fire protection systems. It applies to working in complex premises and environments, ie large premises, premises occupied by large numbers of people, where there is a longer distance to an escape route, premises containing sleeping accommodation or where the premises are used for high fire risk processes or storage. Implementation will be in accordance with a pre-determined risk assessment and risk management system to ensure that the risk reduction, fire precautions and maintenance routines are sustained.



NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of the protection of people from fire in complex premises and environments.


Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

91

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in t

he

range,

typ

e an

d

purp

ose

of

fire

pre

cautions

in

pla

ce

□

range

— p

reve

ntion,

det

ection,

esca

pe,

inst

ruct

ion

□

type,

eg b

espoke

fire

safe

ty e

ngin

eering (

usi

ng a

ppro

priat

e co

nst

ruct

ion m

ater

ials

and t

echniq

ues

), a

larm

sys

tem

s, e

quip

men

t,

signag

e, s

afet

y pla

ns,

tra

inin

g

□

purp

ose

— t

o s

top f

ires

occ

urr

ing,

det

ect

fire

s w

hen

they

do o

ccur

and r

aise

ala

rm,

allo

w s

afe

evac

uat

ion,

clar

ify

role

s an

d

resp

onsi

bili

ties

1.2

ex

pla

in e

xist

ing inte

rnal

and

exte

rnal

fire

safe

ty m

anag

emen

t sy

stem

s

□

inte

rnal

, eg

org

anis

atio

nal

polic

y, a

larm

, em

ergen

cy lig

hting,

signag

e, s

prinkl

ers,

fire

inst

ruct

ion,

trai

nin

g

□

exte

rnal

, eg

fire

risk

ass

essm

ent,

monitore

d a

larm

1.3

ex

pla

in w

ho h

as r

esponsi

bili

ty

for

fire

saf

ety

man

agem

ent

syst

ems

□

fire

saf

ety

man

agem

ent

syst

ems,

eg o

rgan

isat

ional

fire

safe

ty/h

ealth

and s

afet

y polic

y, d

esig

nat

ed r

esponsi

ble

per

sons

(fire

war

den

s/sa

fety

off

icer

s),

polic

y ow

ner

, au

thor,

tra

inin

g m

anag

er

1.4

ex

pla

in t

he

inte

rnal

and e

xter

nal

ch

ecki

ng a

nd c

ertifica

tion

pro

cedure

s an

d t

hei

r fr

equen

cy

□

inte

rnal

chec

king in c

om

ple

x pre

mis

es a

nd e

nvi

ronm

ents

, eg

audits,

ch

eckl

ist,

rev

iew

s, e

valu

atio

ns,

all

with S

MART o

bje

ctiv

es

□

exte

rnal

chec

king in c

om

ple

x pre

mis

es a

nd e

nvi

ronm

ents

, eg

fire

risk

as

sess

men

t as

req

uired

by

the

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y)

Ord

er 2

005

1

Under

stan

d

requirem

ents

for

the

pro

tect

ion o

f peo

ple

fro

m f

ire

in

com

ple

x pre

mis

es

and e

nvi

ronm

ents

1.5

su

mm

aris

e th

e pro

cedure

s fo

r re

port

ing d

efic

ienci

es,

def

ects

, dam

age

or

om

issi

ons

and w

ho

has

auth

ority

to t

ake

corr

ective

ac

tion

□

pro

cedure

s fo

r re

port

ing,

eg b

y co

nta

ctin

g o

wner

, occ

upie

r, loca

l au

thority

fire

serv

ice

□

corr

ective

act

ion a

uth

ority

, eg

pre

mis

es m

anag

emen

t te

am,

pre

mis

es m

ainte

nan

ce t

eam

, ex

tern

al c

ontr

acto

rs

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

92

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.6

ex

pla

in h

ow

to m

ainta

in

effe

ctiv

enes

s in

the

imple

men

tation o

f cu

rren

t fire

pro

cedure

s an

d o

ther

co

ntingen

cy a

rran

gem

ents

□

fire

pro

cedure

s an

d c

ontingen

cy a

rran

gem

ents

, eg

act

ions

to b

e ta

ken in t

he

even

t of

a fire

, ev

acuat

ion p

roce

dure

s, b

usi

nes

s co

ntinuity

pla

ns

□

mai

nta

inin

g im

ple

men

tation e

ffec

tive

nes

s, e

g r

egula

r ch

ecks

, te

sts

and t

rain

ing a

nd t

he

eval

uat

ion o

f th

ese

activi

ties

with r

egar

d t

o

iden

tify

ing im

pro

vem

ents

1.7

su

mm

aris

e th

e tr

ainin

g

requirem

ents

in r

elat

ion t

o t

he

pro

tect

ion o

f peo

ple

fro

m f

ire

□

trai

nin

g r

equirem

ents

, eg

fire

inst

ruct

ions,

eva

cuat

ion p

roce

dure

s,

use

of

extinguis

her

s, f

ire

bla

nke

ts a

nd o

ther

rel

evan

t eq

uip

men

t

1.8

su

mm

aris

e th

e org

anis

atio

nal

re

quirem

ents

for

reco

rds

asso

ciat

ed w

ith f

ire

safe

ty

equip

men

t, f

ire

pre

cautions

and

man

agem

ent

syst

ems

□

org

anis

atio

nal

rec

ord

req

uirem

ents

, eg

rec

ord

s of

test

ing,

trai

nin

g,

upgra

din

g a

nd r

epla

cem

ent

1.9

ex

pla

in o

wn a

nd o

ther

s’

resp

onsi

bili

ties

in m

ainta

inin

g

fire

saf

ety

requirem

ents

for

pre

mis

es u

ser(

s)

□

ow

n,

eg a

s fire

saf

ety

auditor

□

oth

ers,

eg o

wner

, occ

upie

r, loca

l au

thority

build

ing c

ontr

ol,

inst

alla

tion c

om

pan

ies,

mai

nte

nan

ce c

om

pan

ies

(bas

ed o

n d

etai

ls o

f co

ntr

acts

)

1.1

0

expla

in h

ow

to a

cces

s so

urc

es o

f in

form

atio

n,

advi

ce a

nd s

upport

□

so

urc

es o

f in

form

atio

n,

advi

ce a

nd s

upport

, an

d s

ubse

quen

t updat

es,

eg loca

l au

thority

fire

serv

ice,

loca

l au

thority

build

ing/p

lannin

g

dep

artm

ent,

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

CFO

A F

ire

Saf

ety

Guid

ance

Note

s an

d A

udit F

orm

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

93

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

co

nfirm

suffic

ient

fire

saf

ety

mea

sure

s an

d r

esourc

es o

f th

e co

rrec

t ty

pe

are

in p

lace

to m

eet

the

requirem

ents

of

the

risk

as

sess

men

t

□

fire

saf

ety

mea

sure

s an

d r

esourc

es,

eg a

larm

sys

tem

s, f

ire

suppre

ssio

n s

yste

ms

(eg s

prinkl

ers)

, eq

uip

men

t (e

g e

xtin

guis

her

s),

signag

e, t

rain

ing,

fire

inst

ruct

ions/

safe

ty p

lans

□

suitab

ility

, lo

cation a

nd s

uff

icie

ncy

det

erm

inat

ion,

eg t

o c

om

ply

with

the

requirem

ents

of

the

fire

ris

k as

sess

men

t (t

o r

educe

ris

k to

an

acce

pta

ble

lev

el)

□

confirm

atio

n r

equirem

ents

, eg

corr

ectly

inst

alle

d a

nd m

ainta

ined

, su

ffic

ient

reco

rds

of

test

ing a

nd t

rain

ing,

rele

vant

cert

ific

ates

(i

ncl

udin

g t

hose

fro

m b

uild

ing c

ontr

ol)

, co

nfirm

atio

n f

rom

loca

l au

thority

fire

serv

ice

2.2

co

nfirm

suffic

ient

notice

s an

d

inst

ruct

ions

rela

ting t

o

equip

men

t ar

e co

rrec

tly

pla

ced,

are

legib

le a

nd c

urr

ent

□

types

of

notice

s an

d inst

ruct

ions,

eg f

or

alar

m s

yste

ms,

for

extinguis

her

s, f

or

fire

suppre

ssio

n s

yste

ms

(eg s

prinkl

ers)

, fo

r es

cape

pla

ns

and s

igns

□

des

ign r

equirem

ents

, eg

BS 5

499:P

art

1:1

990,

and s

ubse

quen

t updat

es,

for

signs

and B

S E

N 3

-10:2

009,

and s

ubse

quen

t updat

es,

for

extinguis

her

s

□

use

, pla

cem

ent

and s

uffic

iency

, eg

in lin

e w

ith h

azar

ds

pre

sent,

bas

ed o

n r

isk

asse

ssm

ent

and c

ontr

ol

□

confirm

atio

n r

equirem

ents

, eg

inst

alla

tion,

mai

nte

nan

ce a

nd t

rain

ing

cert

ific

ates

and r

ecord

s

2

Be

able

to e

nsu

re

reso

urc

es a

re

avai

lable

to

man

age

fire

ris

ks

in c

om

ple

x pre

mis

es a

nd

envi

ronm

ents

2.3

co

nfirm

peo

ple

with f

ire

safe

ty

resp

onsi

bili

ty a

re a

war

e of

thei

r ro

le a

nd o

f th

e tr

ainin

g t

hey

are

re

quired

to u

nder

take

□

role

s, e

g o

wner

s, s

afet

y m

anag

ers,

fire

war

den

s, f

ire

safe

ty a

dvi

sors

□

trai

nin

g r

equirem

ents

, eg

initia

l tr

ainin

g c

ours

es,

qual

ific

atio

ns,

m

ainte

nan

ce o

f co

mpet

ence

and s

kills

□

chec

king a

war

enes

s, e

g r

evie

w a

nd a

ppra

isal

act

ivitie

s

□

confirm

atio

n r

equirem

ents

, eg

initia

l tr

ainin

g/

qual

ific

atio

ns,

m

ainte

nan

ce o

f co

mpet

ence

and s

kills

cer

tifica

tes

and r

ecord

s

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

94

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

co

nfirm

arr

angem

ents

and

action p

lans

for

acce

ss,

egre

ss

and e

vacu

atio

n a

re in p

lace

□

arra

ngem

ents

and a

ctio

n p

lan r

equirem

ents

, eg

cle

ar p

lans

and

inst

ruct

ions

avai

lable

with f

ire

risk

ass

essm

ent,

and a

vaila

ble

to a

ll re

leva

nt

per

sons

□

confirm

atio

n r

equirem

ents

, eg

rec

ord

s of

drills

and t

rain

ing a

ctiv

itie

s

2.5

notify

appro

priat

e peo

ple

of

any

def

icie

nci

es,

def

ects

and lac

k of

reso

urc

es

□

appro

priat

e peo

ple

, eg

ow

ner

s, o

ccupie

rs,

resi

den

ts,

inst

alla

tion a

nd

mai

nte

nan

ce c

ontr

acto

rs,

loca

l au

thority

fire

serv

ice

□

det

ails

req

uired

, eg

haz

ard invo

lved

, pro

bab

ility

of

har

m a

nd/o

r dam

age

bei

ng c

ause

d,

impac

t of haz

ard c

ausi

ng h

arm

and/o

r dam

age,

furt

her

contr

ol m

easu

res

avai

lable

, urg

ency

of

repai

r re

quired

, im

plic

atio

ns

on p

rem

ises

whils

t def

icie

ncy

, def

ect

or

lack

of

reso

urc

e is

in p

lace

□

notifica

tion m

ethods

and r

equirem

ents

, eg

phone,

em

ail, w

riting,

face

-to-f

ace,

info

rmin

g o

f det

ails

and im

plic

atio

ns

as w

ell as

tim

esca

les

invo

lved

in e

stab

lishin

g f

ull

contr

ol m

easu

res

for

risk

in

volv

ed


95


Delivery


It is important that in the delivery of this unit, all materials used relate to complex premises and environments.

When delivering learning outcome 1 it is important that centres provide learners with opportunities to study a range of fire precautions in place in differing complex premises and environments. The types and purpose of each of the precautions examined should be clearly explained to give learners an understanding across the range. Learners will also need access to case studies to develop their skills of description and examination. Centres may wish to use desktop scenarios or role-play activities to undertake formative assessment of learners’ knowledge and understanding prior to any summative assessment activity.

Learning outcome 2 requires the practical application of knowledge. Tutors could give learners a range of scenarios and ask them to assess the sufficiency of fire safety measures in place. Learners could also use the scenarios to confirm that the requirements of the legislation are being met, and that those with responsibility for fire safety have sufficient training.

Assessment




For AC1.1 learners need to explain the range, type and purpose of fire precautions in place in complex premises and environments, as indicated in the unit amplification. The information must include all three elements and explain all the main features of the precautions in place with examples. AC1.2 requires learners to explain at least one internal and one external fire safety management system. AC1.3 may be evidenced through the use of an organisational chart that identifies the responsibility structure in place in relation to fire safety management. Learners need to explain the roles indicated in the unit amplification and include brief detail as to the responsibilities of each role. AC1.4 requires learners to produce evidence that explains the methods used to check and certify internal and external fire precautions methods in complex premises and environments. Learners need to cover the internal methods listed in the unit amplification, and also show the frequency of required checks. Learners need to explain the external methods used and how they meet the requirements of the associated legislation. The evidence should set out the information in detail with reasons and examples. AC1.5 requires learners to review and summarise how deficiencies, defects, damage or omissions are reported and who has the authority to take corrective action. This may be done


96

through the use of role play or desktop scenario which allows learners to apply their knowledge to a given scenario. To achieve AC1.6 learners must explain how to maintain the effectiveness of fire procedures and contingency arrangements. Learners should use examples of a range of procedures as indicated in the unit amplification, and how the implementation effectiveness of each one can be maintained, including through regular testing and training. AC1.7 requires learners to summarise the training requirements related to the protection of people from fire. AC1.8 requires learners to summarise the records associated with fire safety equipment, fire precautions and management systems. For each record learners should provide information as to why the record is kept and how the record is maintained in relation to organisational requirements. AC1.9 requires learners to explain their own and others’ responsibilities for maintaining the fire safety requirements in a complex premises or environment. Evidence should include examples of both their responsibilities and those of the owner, the local authority and any other stakeholders involved in the maintenance of fire safety requirements. AC1.10 requires learners to explain how to access information, advice and support. Evidence should show the sources of information and how they can be accessed with examples.

Learning outcome 2 may be done as a practical exercise, using a role play or desktop scenario that allows learners to apply their knowledge to a given scenario. The scenario should be sufficiently detailed as to allow learners to provide evidence that fully meets all the assessment criteria indicated. The scenario should also be sufficiently challenging as to reflect the level of study of this unit.

For AC2.1 learners need to review the information provided in a case study or scenario, and to confirm that the fire safety measures and resources are correct and suitable to meet the requirements of the risk assessment in the complex premises or environment. AC2.2 then requires learners to confirm that the notices and instructions are correctly placed, are current and legible. Learners should include all required types of notice for the scenario. Evidence for AC2.3 should show that learners have identified the roles of people with fire safety responsibility, and checked that those people are aware of their role and of the training they are required to undertake. For AC2.4 learners need to show that arrangements are in place, including an action plan if necessary, in relation to access, egress and evacuation. Evidence should include recorded information of evacuation drills and any training activities. AC2.5 requires learners to report any deficiencies, defects or lack of resources to the appropriate people. Assessors could adopt the role of an appropriate person to receive the report. The report should show who the appropriate person is, the details that are required and the notification methods that can be used. Assessors may use verbal questioning to ensure that learners have knowledge of a range of notification methods.


Documents



BS 9999:2008 Code of practice for fire safety in the design, management and use of buildings








http://http//www.cfoa.org.uk/10039�


97





BRE 368 Design methodologies for smoke and heat exhaust ventilation

www.brebookshop.com/details.jsp?id=664



BS 5839-9:2011 Fire detection and fire alarm systems for buildings


BS EN 12845:2004+A2:2009 Fixed firefighting systems. Automatic sprinkler systems. Design, installation and maintenance

http://shop.bsigroup.com/ProductDetail/?pid=000000000030208000)

BS EN 12101-6:2005 Smoke and heat control systems. Specification for pressure differential systems

http://shop.bsigroup.com/ProductDetail/?pid=000000000030159191)


http://shop.bsigroup.com/en/ProductDetail/?pid=000000000030028692)

Website


www.cibse.org/





http://www.brebookshop.com/details.jsp?id=664�













98

Unit 9: Review fire protection systems in complex premises and environments


QCF level: 4

Credit value: 5


Unit aim

This unit is about advising on management control systems and practices, and active and passive systems affording protection from fire to people, property and the environment in complex premises, eg large premises, premises occupied by large numbers of people, where there is a longer distance to an escape route, premises containing sleeping accommodation or where the premises are used for high fire risk processes or storage. It includes the range of resources and equipment available relevant to the prevention, control, containment or elimination of an outbreak of fire or related incidents.

Learners will work within their personal level of responsibility and authority for providing advice and information and dealing with compliance issues.




Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

99

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

su

mm

aris

e th

e le

gis

lative

fr

amew

ork

, co

nsu

ltat

ion

pro

cedure

s an

d o

ther

m

echan

ism

s fo

r ac

hie

ving f

ire

pro

tect

ion w

ithin

exi

stin

g,

pro

pose

d a

nd a

lter

ed p

rem

ises

□

legis

lation,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005,

BS 7

974:2

001

□

consu

ltat

ion p

roce

dure

s, e

g b

etw

een o

wner

/arc

hitec

t/ b

uild

er a

nd

loca

l fire

auth

ority

, an

d o

wner

/arc

hitec

t/ b

uild

er a

nd loca

l au

thority

build

ing c

ontr

ol

□

oth

er m

echan

ism

s, e

g b

espoke

engin

eere

d s

olu

tions,

bes

poke

ris

k co

ntr

ol m

easu

res

1

Under

stan

d

legis

lative

and

org

anis

atio

nal

re

quirem

ents

ap

plic

able

to f

ire

pro

tect

ion s

yste

ms

in c

om

ple

x pre

mis

es a

nd

envi

ronm

ents

1.2

ex

pla

in t

he

princi

ple

s of

work

ing

in p

artn

ersh

ip w

ith o

ther

s in

ord

er t

o a

chie

ve a

sat

isfa

ctory

le

vel of

fire

saf

ety

□

oth

ers,

eg p

riva

te f

ire

pro

tect

ion c

om

pan

ies,

arc

hitec

ts,

build

ers,

occ

upie

rs,

loca

l au

thority

fire

serv

ices

, lo

cal au

thority

build

ing/p

lannin

g o

ffic

es

□

work

ing in p

artn

ersh

ip p

ract

ice,

eg f

orm

ing S

ervi

ce L

evel

Agre

emen

ts r

egar

din

g inst

alla

tion a

nd m

ainte

nan

ce c

ontr

acts

, ag

reem

ents

reg

ardin

g c

om

plia

nce

and s

atis

fact

ion o

f le

vels

of

fire

sa

fety

□

satisf

acto

ry lev

el,

eg c

ontr

ol m

easu

res

suff

icie

nt

to r

educe

ris

k le

vels

to

the

satisf

action o

f al

l par

ties

and r

elev

ant

legis

lation

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

10

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

su

mm

aris

e ke

y as

pec

ts o

f nat

ional

and inte

rnat

ional

st

andar

ds,

codes

of

pra

ctic

e,

guid

ance

and leg

isla

tion t

hat

ad

dre

ss p

rote

ctio

n o

f peo

ple

, pro

per

ty a

nd t

he

envi

ronm

ent

from

fire

□

nat

ional

and inte

rnat

ional

sta

ndar

ds,

and s

ubse

quen

t updat

es,

eg

BS 7

974

□

codes

of

pra

ctic

e, a

nd s

ubse

quen

t updat

es,

eg B

S 7

974:2

001;

Char

tere

d I

nst

itution o

f Build

ing S

ervi

ces

Engin

eers

(CIB

SE)

□

guid

ance

, eg

Com

munitie

s an

d L

oca

l G

ove

rnm

ent

(CLG

) fire

saf

ety

guid

es

□

legis

lation,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005

1.4

ex

pla

in t

he

limitat

ions

of

codes

of

pra

ctic

e an

d g

uid

ance

when

pro

vidin

g c

om

ple

x fire

saf

ety

mea

sure

s an

d p

roposa

ls

□

limitat

ions,

eg t

he

aspec

t of

codes

of

pra

ctic

e an

d g

uid

ance

not

pro

vidin

g ‘def

initiv

e an

swer

s’ b

ut

guid

ance

and b

est

pra

ctic

e th

at is

open

to inte

rpre

tation

1.5

ex

pla

in t

he

use

of

fire

ris

k as

sess

men

t to

just

ify

dep

artu

res

from

codes

of

pra

ctic

e an

d

guid

ance

□

fire

ris

k as

sess

men

t, e

g iden

tifica

tion o

f al

l fire

haz

ards

and r

isks

in

pre

mis

es

2.1

ex

pla

in t

he

role

of

syst

ems

in

pro

tect

ing p

eople

, pro

per

ty a

nd

the

envi

ronm

ent

from

fire

□

types

of

syst

em,

eg f

ire/

smoke

det

ection,

alar

m s

yste

ms,

fire

suppre

ssio

n s

yste

ms

(incl

udin

g e

quip

men

t),

esca

pe

pla

n s

yste

m

(incl

udin

g s

ignag

e an

d t

rain

ing),

em

ergen

cy lig

hting s

yste

m,

□

role

, eg

rai

sing t

he

alar

m,

extinguis

hin

g t

he

fire

, as

sist

ing

evac

uat

ion,

pro

tect

ion o

f build

ing

2

Under

stan

d

pro

cedure

s an

d

pro

cess

es f

or

revi

ewin

g m

atte

rs

rela

ting t

o f

ire

pro

tect

ion s

yste

ms

in c

om

ple

x pre

mis

es a

nd

envi

ronm

ents

2.2

ex

pla

in h

ow

to

acce

ss s

ourc

es

of

spec

ialis

t su

pport

, ad

vice

and

info

rmat

ion

□

sourc

es o

f sp

ecia

list

support

, ad

vice

and info

rmat

ion,

eg loca

l au

thority

fire

serv

ice

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

10

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

su

mm

aris

e th

e fa

ctors

affec

ting

the

form

ula

tion o

f risk

-ap

pro

priat

e so

lutions

within

org

anis

atio

nal

const

rain

ts,

for

the

pro

tect

ion o

f peo

ple

, pro

per

ty a

nd t

he

envi

ronm

ent

□

fact

ors

, eg

nat

ure

of

haz

ards

invo

lved

, pote

ntial

of

haz

ard c

ausi

ng

har

m,

impac

t/si

gnific

ance

of

haz

ard,

nat

ure

, co

nst

ruct

ion a

nd

loca

tion o

f build

ing

□

org

anis

atio

nal

const

rain

ts,

eg c

ost

s, im

pac

t on b

usi

nes

s co

ntinuity,

re

puta

tion,

legal

const

rain

ts,

envi

ronm

enta

l, t

echnolo

gic

al,

polit

ical

2.4

ex

pla

in h

ow

to p

rioritise

options

for

fire

pro

tect

ion t

o a

ddre

ss

asse

ssed

lev

els

of

risk

□

leve

ls o

f risk

, eg

low

, m

ediu

m,

hig

h

□

prioritisa

tion,

eg q

ual

itat

ivel

y, q

uan

tita

tive

ly,

dep

enden

t on

pro

bab

ility

and im

pac

t of

haz

ards

invo

lved

3.1

dis

tinguis

h t

he

type,

ran

ge

and

leve

l of

fire

ris

k w

ithin

diffe

rent

area

s of

the

pre

mis

es,

in r

elat

ion

to its

const

ruct

ion,

layo

ut

and

use

□

type,

ran

ge

and lev

el o

f risk

, eg

life

risk

, ec

onom

ical

ris

k, low

to h

igh

pro

bab

ility

, lo

w t

o h

igh im

pac

t

□

diffe

rent

area

s of

the

pre

mis

es,

eg c

om

par

tmen

ts,

stai

rwel

ls,

lobbie

s,

offic

e ar

eas,

shop a

reas

, w

areh

ouse

are

as

□

const

ruct

ion,

layo

ut

and u

se,

eg d

epen

den

t on c

onst

ruct

ion m

ater

ials

(e

g b

rick

, w

ood,

concr

ete)

, ab

ove

/bel

ow

gro

und lev

el,

hei

ght;

off

ice

use

, sh

op u

se,

fact

ory

and w

areh

ouse

use

3.2

re

view

pla

nned

chan

ges

in

const

ruct

ion,

layo

ut

and u

se o

f co

mple

x pre

mis

es a

nd

envi

ronm

ents

whic

h m

ay a

ffec

t th

e su

itab

ility

of

the

exis

ting f

ire

pro

tect

ion s

yste

ms,

or

the

choic

e of

new

sys

tem

s

□

effe

ct o

n f

ire

safe

ty,

eg r

educt

ion in c

ontr

ol m

easu

res

of

haz

ards

to a

n u

nsa

tisf

acto

ry lev

el,

incr

ease

d r

isk

of

fire

/fire

spre

ad

□

asse

ssin

g f

ire

pro

tect

ion s

yste

m s

uitab

ility

, eg

gat

her

ing v

alid

and

suff

icie

nt

evid

ence

and d

ata

to judge

and d

ecid

e on s

uitab

ility

of

syst

em t

o m

ainta

in t

he

nec

essa

ry fire

pro

tect

ion f

or

the

chan

ged

pre

mis

es

□

asse

ssin

g n

ew s

yste

ms

to m

eet

chan

ge,

eg r

evie

win

g s

pec

ific

atio

n,

oper

atio

n a

nd c

ost

of

new

sys

tem

to

ensu

re n

eces

sary

fire

pro

tect

ion

for

the

chan

ged

pre

mis

es

3

Be

able

to e

valu

ate

fire

ris

ks in

com

ple

x pre

mis

es

and e

nvi

ronm

ents

3.3

det

erm

ine

the

valid

ity

of

the

curr

ent

risk

ass

essm

ent

to

iden

tify

ris

ks w

hic

h a

re n

ot

adeq

uat

ely

contr

olle

d

□

det

erm

inin

g v

alid

ity,

eg e

ffec

tive

nes

s, leg

ality,

auth

orise

d

□

adeq

uat

ely

contr

olle

d,

eg s

uff

icie

ntly,

agre

ed

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

10

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

ex

pla

in t

he

adeq

uac

y an

d

effe

ctiv

enes

s of

curr

ent

fire

pro

tect

ion s

yste

ms

□

adeq

uac

y, e

g leg

ally

, au

thorise

d,

agre

ed,

suffic

ient

to c

ontr

ol fire

risk

s in

volv

ed

□

effe

ctiv

enes

s, e

g p

rovi

des

the

required

res

ults

regar

din

g r

educi

ng

the

risk

sig

nific

ance

to a

n a

ccep

table

lev

el

3.5

obta

in s

uff

icie

nt

additio

nal

in

form

atio

n t

o a

ssis

t w

ith

reco

mm

endat

ions

wher

e def

icie

nci

es a

re iden

tified

□

additio

nal

info

rmat

ion,

eg c

han

ge

in o

ccupan

cy t

ype,

num

ber

, tim

e of

occ

upan

cy

□

det

erm

inin

g s

uff

icie

ncy

, eg

abili

ty t

o r

educe

the

signific

ance

of

the

risk

s in

volv

ed (

dep

enden

t on r

isk

pro

bab

ility

and im

pac

t)

3.6

obta

in s

pec

ialis

t ad

vice

to

support

ass

essm

ent

wher

e fa

ctors

influen

cing r

isk

are

outs

ide

of

ow

n p

erso

nal

lev

el o

f ex

per

tise

□

sourc

es o

f sp

ecia

list

advi

ce,

eg loca

l au

thority

fire

serv

ice,

loca

l au

thority

pla

nnin

g/b

uild

ing o

ffic

es,

priva

te c

onsu

ltan

ts

4.1

se

lect

options

for

fire

pro

tect

ion

to c

ontr

ol id

entified

ris

ks in

com

ple

x pre

mis

es a

nd

envi

ronm

ents

□

risk

s, e

g ignitio

n s

ourc

es,

mat

eria

ls t

hat

would

pro

mote

fire

spre

ad,

const

ruct

ion t

hat

would

inhib

it e

vacu

atio

n in c

ase

of

fire

, fire

load

ing

(conte

nts

and c

onst

ruct

ion)

□

sele

ctin

g o

ptions,

eg d

epen

den

t on p

ote

ntial

of

haz

ards

to c

ause

har

m,

dep

enden

t on c

ost

, co

st-b

enef

it;

ease

of

imple

men

tation

options

for

fire

pro

tect

ion,

eg e

quip

men

t, a

larm

sys

tem

s, s

ignag

e,

fire

inst

ruct

ions,

bes

poke

engin

eere

d s

olu

tions

4

Be

able

to

reco

mm

end

options

to s

upport

ap

pro

priat

e risk

re

duct

ion

mea

sure

s, f

ire

pre

cautions

and

mai

nte

nan

ce

routines

in

com

ple

x pre

mis

es

and e

nvi

ronm

ents

4.2

sp

ecify

the

contr

ibution t

o,

and

impac

t on,

the

ove

rall

fire

saf

ety

stra

tegy

of

sele

cted

fire

pro

tect

ion o

ptions

□

spec

ifyi

ng t

he

contr

ibution a

nd im

pac

t, e

g m

easu

re o

f risk

red

uct

ion

and c

ontr

ol sp

ecifyi

ng t

he

contr

ibution a

nd im

pac

t, e

g m

easu

re o

f risk

red

uct

ion a

nd c

ontr

ol of

sele

cted

fire

pro

tect

ion o

ptions;

fire

pro

tect

ion o

ptions,

eg e

quip

men

t, a

larm

sys

tem

s, s

ignag

e, f

ire

inst

ruct

ions,

bes

poke

engin

eere

d s

olu

tions

□

pre

senta

tion o

f in

form

atio

n,

eg p

rem

ises

pla

ns,

rep

ort

s, d

iagra

ms,

re

com

men

dat

ions

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

10

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

prioritise

options

to m

eet

legis

lative

, re

gula

tory

and

stat

uto

ry r

equirem

ents

□

legis

lative

, re

gula

tory

and s

tatu

tory

req

uirem

ents

, an

d s

ubse

quen

t updat

es,

eg B

S 7

974:2

001,

ISO

TC 9

2,

Reg

ula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005

□

how

to p

rioritise

, eg

cal

cula

ting r

isk

rating a

nd s

ignific

ance

, pro

vidin

g

a priority

ran

k ord

er

4.4

ev

aluat

e in

form

atio

n t

hat

may

in

fluen

ce t

he

ultim

ate

sele

ctio

n

of

fire

pro

tect

ion s

yste

ms

□

influen

cing f

acto

rs,

eg c

ost

, co

st-b

enef

it,

ease

of

imple

men

tation

□

eval

uat

ing info

rmat

ion,

eg g

ather

ing info

rmat

ion,

anal

ysis

of

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

4.5

su

mm

aris

e re

com

men

dat

ions

in

agre

ed f

orm

at a

nd a

t su

ffic

ient

leve

l of

det

ail to

ass

ist

with

dec

isio

n m

akin

g

□

form

ats

and d

etai

l re

quirem

ents

, eg

pla

ns,

rep

ort

s, t

ick

box,

open

box,

leg

ibili

ty,

clar

ity,

tar

get

audie

nce

lan

guag

e nee

d

□

leve

l of

det

ail, e

g s

pec

ific

, ac

tionab

le,

qual

itat

ive,

quan

tita

tive

4.6

en

sure

oth

ers’

under

stan

din

g o

f re

com

men

dat

ions

and t

he

implic

atio

ns

asso

ciat

ed w

ith

dec

isio

ns

on t

he

sele

ctio

n,

inst

alla

tion a

nd m

ainte

nan

ce o

f fire

pro

tect

ion s

yste

ms

□

oth

ers,

eg o

wner

, ar

chitec

t, b

uild

er,

loca

l au

thority

build

ing c

ontr

ol

□

com

munic

atio

n t

echniq

ues

, eg

ques

tion t

ype

and u

se,

tone,

la

nguag

e use

, non-v

erbal

com

munic

atio

n,

influen

cing

□

com

munic

atio

n m

ethods

and t

hei

r ef

fect

ive

use

, eg

fac

e to

fac

e,

tele

phone,

em

ail, r

eport

4.7

ex

pla

in t

he

action(s

) re

quired

to

mee

t le

gal

and s

tatu

tory

re

quirem

ents

and t

he

implic

atio

ns

of

non-c

om

plia

nce

□

actions,

eg inst

alla

tion o

f new

fire

safe

ty s

yste

ms

(ala

rm,

fire

su

ppre

ssio

n s

yste

m,

emer

gen

cy lig

hting s

yste

m e

tc),

adap

t sy

stem

s to

rea

ct t

o c

han

ges

in c

onte

nts

and u

se o

f pre

mis

es,

chan

ges

in

occ

upat

ion,

chan

ges

in lay

out

and c

onst

ruct

ion m

ater

ial, c

han

ges

in

fire

inst

ruct

ions

□

implic

atio

ns

of

non-c

om

plia

nce

, eg

pro

secu

tion,

fine,

crim

inal

co

nvi

ctio

n


104


Delivery


When delivering the unit the centre should ensure that learners can develop skills to operate in a range of varied and specific contexts involving creative and non-routine activities and to exercise appropriate judgement in planning, selecting or presenting information, methods or resources.


Learning outcome 1 requires theoretical input in relation to the legislative framework and organisational requirements applicable to fire protection systems in complex premises and environments. Learners should be given information in relation to both the reasons for the introduction of the legislation and the requirements of the legislation in regards to achieving fire protection within the premises. It is important that learners have the opportunity to study existing premises, proposed premises and altered premises. The centre should also ensure that learners are given the chance to study the key stakeholders involved in achieving fire safety and both national and international standards, codes of practice, guidance and legislation, as indicated in the unit amplification, and their limitations.

When delivering learning outcome 2 the centre should ensure that learners have the opportunity to develop the higher order thinking skills required to synthesise the knowledge attained, in preparation for the practical application required in the following learning outcomes. The centre may wish to provide theoretical input in relation to the procedures and processes for reviewing matters, as indicated in the unit amplification. This can then be applied to case studies or role-play scenarios. The centre could enable learners to undertake formative assessment activities so that they are able to fully explain the role of fire protection systems, as well as the factors affecting the risk appropriate solutions.

Learning outcomes 3 and 4 requires the practical application of knowledge attained. The tutor could give learners a range of scenarios to deal with. The delivery of learning outcome 3 should provide learners with the opportunity to analyse a range of case studies in order to develop an understanding of different types, ranges and levels of fire risk, as identified in the unit amplification, and develop their evaluative skills.

Learning outcomes 3 and 4 could be delivered at the same time using the same case studies or role-play scenarios. For learning outcome 4 learners will develop their understanding of the range and variety of options that can be recommended to support risk reduction, fire precautions and maintenance routines in complex premises and environments.


105

Assessment




For AC1.1, learners must summarise the key features of the legislative framework, paying attention to subsequent updates as appropriate. They should also describe the key features of the consultation procedures between the owner or builder, the local fire authority and local authority building control. Evidence should also cover existing, proposed and altered premises. AC1.2 requires learners to explain how organisations can work in partnership with others to achieve fire safety. Evidence should be more detailed than for AC1.1, and should be supported by appropriate examples of other organisations or individuals that the organisation may work with, how they can work in partnership and what constitutes a satisfactory level of fire safety. For AC1.3 learners should summarise the key aspects of national and international standards, codes of practice, guidance and legislation as indicated in the unit amplification. The evidence should include the main features of each item identified, and examples of each aspect (national standards, international standards, codes of practice, guidance and legislation). For AC1.4 learners need to explain the limitations of the codes of practice and guidance in relation to fire safety measures and proposals, using appropriate examples to support their findings. AC1.5 requires learners to show how fire risk assessment can be used to justify any deviance from codes of practice and guidance; for example the identification of a specific risk in the premises may require action that is not covered by the codes of practice.

AC2.1 requires learners to explain the types of systems that can be used to protect people, property and the environment from fire, and also their role. For AC2.2 learners need to explain how to access information, advice and specialist support. Evidence should show both the sources of information and also how they can be accessed, with examples. When awarding AC2.3 assessors must ensure that learners have fully summarised the factors that affect the development of risk-appropriate solutions for the protection of people, property and the environment in complex premises and environments. It is important that learners can explain the factors, and how they fit in within organisational constraints, such as cost and impact on business, as indicated in the unit amplification. Evidence for AC2.4 may be an extension of this, as learners can explain how they would prioritise the options in relation to levels of risk in complex premises and environments. They should show how they would prioritise, considering for example both qualitative and quantitative methods.

Evidence for learning outcomes 3 and 4 should come from practical exercises such as role plays, case studies or desktop scenarios as these will allow learners to fully demonstrate their ability to apply the knowledge attained throughout the unit. Evidence should demonstrate that learners have undertaken self directed and a limited amount of directed activity. AC3.1 requires learners to identify the type, range and level of fire risk in different areas of complex premises and environments. This may be undertaken in a written exercise or a recorded discussion supported by an observation record.


106

Evidence for AC3.2 should demonstrate learners’ ability to view and interpret plans for changes in construction, layout and use of complex premises and environments. They should review the impact these changes may have on the suitability of fire protection systems, considering whether those in place are still sufficient in light of the changes, or whether new systems should be proposed. AC3.3 requires learners to review a risk assessment and judge its validity. They should consider the effectiveness of the assessment and whether it meets the legal requirements for the premises as well as identify any risks that are not adequately controlled. AC3.4 will then require learners to explain the adequacy and effectiveness of current fire protection systems. This may be done as a verbal presentation or recorded discussion, both of which should be supported by an observation record that clearly states how learners have covered the requirements of the criterion. Evidence for AC3.5 and 3.6 may be linked. AC3.5 requires learners to obtain information in relation to the premises, such as change of use or occupancy type, and show how this can assist with recommendations if deficiencies in fire safety are identified. The criterion does not require learners to make recommendations, but simply to show how they would obtain the information to inform these recommendations. AC3.6 requires learners to show how to obtain specialist advice to support assessment of risk where factors influencing risk are outside of own personal level of expertise.

AC4.1 requires learners to select options for fire protection to control identified risks in complex premises and environments. They should produce evidence that demonstrates their thinking processes as to why some options are better than others, and why some would not be selected. AC4.2 then requires learners to specify how the selected options contribute to and impact on the overall fire safety strategy for the premises. AC4.3 takes this further, requiring learners to then prioritise these options. Learners must link the evidence to legislative, regulatory and statutory requirements, showing clearly how they have prioritised the options by, for example, calculating the risk rating. Learners should then evaluate the information that influences the selection of fire protection systems in order to achieve AC4.4. Learners should give evidence for each of their views or statements. AC4.5 requires learners to summarise the recommendations on a form that could be provided by assessors. The form should require learners to provide sufficient detail, and may include a mixture of open questions, tick boxes and report writing. It must be completed clearly and legibly, and should show the summary of recommendations in such a way as to assist in decision making. AC4.6 requires learners to ensure that all stakeholders, as indicated in the unit amplification, understand the recommendations and implications associated with the fire protection systems. Evidence may be completed in a number of role-play scenarios, or a single scenario where a number of people each take a different role, such as owner, architect or building control officer, and question learners who have to ensure that all parties understand the information provided. AC4.7 requires learners to explain, in writing or verbally, which shows what actions are required to meet the legal and statutory requirements in relation to the new systems, and also the implications of non-compliance, including prosecution and sentence.


107


Documents

















Websites


www.cibse.org





http://http//www.cfoa.org.uk/10039�













http://www.cibse.org/�


108

Unit 10: Review safety measures at locations that are regulated and/or licensed

Unit reference number: R/503/3605

QCF level: 4

Credit value: 4


Unit aim

This unit is about auditing and advising on the risks associated with locations that are regulated and/or licensed. Learners will work within their personal level of responsibility and authority in terms of providing advice, information and dealing with regulatory and/or licensing matters. The context of this standard may vary in different authority areas due to the regulatory requirements therein.



NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of reviewing safety measures in complex premises and environments that are regulated and/or licensed.


Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

10

9

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in t

he

signag

e re

quirem

ents

for

the

loca

tion

and,

wher

e re

leva

nt,

cat

egory

an

d t

ype

□

signag

e re

quirem

ents

, eg

fire

exit,

fire

inst

ruct

ions,

fire

extinguis

her

si

ze,

type

and loca

tion,

fire

door,

fire

asse

mbly

poin

t, e

mer

gen

cy

lighting

□

loca

tion,

eg r

isk

area

, es

cape

route

s, info

rmat

ion loca

tion

□

cate

gory

, eg

fire

exit,

fire

act

ion,

fire

ext

inguis

her

□

type,

eg a

s per

BS 5

499,

Inte

rnat

ional

Sta

ndar

d 7

010

1

Under

stan

d

requirem

ents

for

revi

ewin

g s

afet

y m

easu

res

in

com

ple

x pre

mis

es

and e

nvi

ronm

ents

th

at a

re r

egula

ted

and/o

r lic

ense

d

1.2

su

mm

aris

e th

e le

gis

lative

fr

amew

ork

and t

he

mec

han

ism

s of

enfo

rcem

ent

within

ow

n,

and

oth

ers’

, le

vel of

resp

onsi

bili

ty

□

legis

lative

fra

mew

ork

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

□

mec

han

ism

s of

enfo

rcem

ent,

eg loca

l en

forc

emen

t, f

orm

al

pro

secu

tion

□

leve

l of

resp

onsi

bili

ty,

eg r

ole

res

ponsi

bili

ties

of

fire

saf

ety

advi

sors

, in

spec

tors

, en

forc

emen

t offic

ers

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

11

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

ex

pla

in t

he

purp

ose

and f

unct

ion

of

safe

ty s

olu

tions

and c

ontr

ol

mea

sure

s as

soci

ated

with t

he

pro

tect

ion o

f peo

ple

, pro

per

ty

and t

he

envi

ronm

ent

in r

elat

ion

to t

he

risk

s as

soci

ated

with t

he

loca

tion

□

safe

ty s

olu

tions,

eg B

uild

ing R

egula

tions

2010 r

equirem

ents

, sp

ecia

list

engin

eere

d s

olu

tions,

fire

det

ection s

yste

ms,

fire

safe

ty

trai

nin

g

□

contr

ol m

easu

res,

eg s

pec

ialis

t build

ing c

onst

ruct

ion,

fire

saf

ety

equip

men

t, a

larm

sys

tem

s

□

purp

ose

and f

unct

ion o

f sa

fety

solu

tions,

of

contr

ol m

easu

res,

eg f

ire

pre

vention,

fire

res

ista

nce

, lim

itin

g c

onse

quen

ces,

conta

inm

ent

of

fire

□

peo

ple

, eg

occ

upan

ts a

nd v

isitors

□

pro

per

ty,

eg b

uild

ings,

ass

oci

ated

or

surr

oundin

g e

nvi

ronm

ent

□

envi

ronm

ent,

eg w

ater

cours

es,

nat

ura

l, b

uilt

1.4

ex

pla

in t

he

funct

ion o

f th

e fa

cilit

ies

required

at

site

to a

ssis

t a

resp

onder

to m

anag

e an

d

reso

lve

an inci

den

t

□

faci

litie

s, e

g f

ire

det

ection s

yste

m,

info

rmat

ion p

acks

, risk

as

sess

men

ts a

nd f

ire

pro

tect

ion e

quip

men

t

□

funct

ion o

f fa

cilit

ies

in a

ssis

ting r

esponder

s, e

g f

ire

det

ection,

evac

uat

ion,

fire

suppre

ssio

n,

reduct

ion o

f fire

spre

ad

□

site

, eg

com

ple

x pre

mis

es r

isk

area

1.5

ev

aluat

e th

e pote

ntial

for

inci

den

ts t

o o

ccur

at t

he

loca

tion □

ev

aluat

ion s

kills

, eg

abili

ty t

o g

ather

and a

nal

yse

info

rmat

ion a

nd

dat

a, u

sing info

rmat

ion a

nd d

ata

to a

sses

s an

d m

ake

judgem

ents

□

pote

ntial

to o

ccur,

eg lik

elih

ood o

f fire

rel

ated

inci

den

t bas

ed o

n

eval

uat

ion o

utc

om

es

1.6

ex

pla

in lic

ensi

ng r

equirem

ents

as

soci

ated

with t

he

loca

tion

□

licen

sing r

equirem

ents

and s

ubse

quen

t updat

es,

eg L

icen

sing A

ct

2003

1.7

sp

ecify

the

requirem

ents

for

reco

rds

asso

ciat

ed w

ith t

he

loca

tion’s

usa

ge

□

reco

rds,

eg b

uild

ing r

egula

tions,

pla

nnin

g a

pplic

atio

ns,

arc

hitec

t’s

pla

ns

□

requirem

ents

, eg

thro

ugh initia

l pla

nnin

g a

nd b

uild

ing p

roce

ss,

chan

ge

of

use

notifica

tion

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

11

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

es

tablis

h t

he

nat

ure

and lev

el o

f th

e risk

s as

soci

ated

with t

he

type

and u

se o

f th

e lo

cation

□

nat

ure

of

risk

, eg

thre

at t

o lif

e, r

isk

of

fire

spre

ad

□

leve

l of

risk

, eg

low

, m

ediu

m,

hig

h

□

type

of

loca

tion,

eg r

ura

l, u

rban

, su

burb

an,

surr

oundin

g b

uild

ing

type

and a

ctiv

itie

s (c

om

mer

cial

, in

dust

rial

, hig

h r

ise,

low

ris

e)

□

use

of

loca

tion,

eg c

om

mer

cial

, sl

eepin

g a

ccom

modat

ion,

den

sity

of

use

, ra

nge

of

activi

ties

at

the

loca

tion

2.2

lia

ise

with a

ppro

priat

e en

forc

emen

t ag

enci

es t

o

eval

uat

e th

e ef

fect

iven

ess

of

the

exis

ting r

isk

asse

ssm

ent

□

enfo

rcem

ent

agen

cies

, eg

build

ing c

ontr

ol, loca

l au

thority

□

risk

ass

essm

ent,

eg iden

tifica

tion o

f haz

ards

and r

isks

invo

lved

, th

e lik

elih

ood o

f an

ass

oci

ated

inci

den

t occ

urr

ing

□

eval

uat

ion s

kills

, eg

abili

ty t

o g

ather

and a

nal

yse

info

rmat

ion a

nd

dat

a, u

se info

rmat

ion a

nd d

ata

to a

sses

s an

d m

ake

judgem

ents

□

com

munic

atio

n s

kills

, eg

ver

bal

, w

ritt

en,

when

usi

ng e

lect

ronic

sy

stem

s, f

ace

to f

ace,

gro

up

2.3

ev

aluat

e risk

red

uct

ion a

nd

contr

ol m

easu

res

in r

espec

t of

the

man

agem

ent

of

the

loca

tion

□

eval

uat

ion s

kills

, eg

abili

ty t

o g

ather

and a

nal

yse

info

rmat

ion a

nd

dat

a, u

sing info

rmat

ion a

nd d

ata

to a

sses

s an

d m

ake

judgem

ents

□

risk

red

uct

ion,

eg r

educt

ion o

f lik

elih

ood o

f in

ciden

t occ

urr

ing

□

contr

ol m

easu

res,

eg c

onst

ruct

ion (

BS 9

999:2

008,

BS 7

974:2

001),

eq

uip

men

t, a

ctio

ns

put

in p

lace

to r

educe

the

likel

ihood o

f an

in

ciden

t occ

urr

ing

2

Be

able

to

det

erm

ine

risk

s in

co

mple

x pre

mis

es

and e

nvi

ronm

ents

2.4

co

nfirm

the

suitab

ility

and

suffic

iency

of

exis

ting c

ontr

ol

mea

sure

s

□

suitab

ility

, eg

abili

ty t

o m

eet

nee

d t

o c

ontr

ol th

e risk

s as

soci

ated

w

ith iden

tified

haz

ards

□

suffic

iency

, eg

adeq

uac

y to

contr

ol risk

s as

soci

ated

with iden

tified

haz

ards

□

contr

ol m

easu

res,

eg c

onst

ruct

ion (

BS9999:2

008,

BS7974:2

001),

eq

uip

men

t, a

ctio

ns

put

in p

lace

to r

educe

the

likel

ihood o

f an

in

ciden

t occ

urr

ing

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

11

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

ad

vise

on t

he

effe

ctiv

enes

s of

self-d

eter

min

ed r

isk

asse

ssm

ent

and a

ctio

ns

whic

h r

equire

atte

ntion

□

pro

vidin

g a

dvi

ce,

eg leg

isla

tive

advi

ce,

spec

ific

engin

eere

d a

dvi

ce

□

self-d

eter

min

ed r

isk

asse

ssm

ent,

eg o

wner

’s e

valu

atio

n a

nd a

nal

ysis

of

haz

ards

and r

isks

ass

ocia

ted w

ith p

rem

ises

□

actions

whic

h r

equire

atte

ntion,

eg w

her

e se

lf-d

eter

min

ed r

isk

asse

ssm

ent

has

not

pro

vided

suffic

ient

contr

ol m

easu

res

for

haz

ards

and r

isks

invo

lved

3.2

gen

erat

e options

for

impro

ving

contr

ol m

easu

res

for

the

man

agem

ent

of

com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

□

contr

ol m

easu

res,

eg c

onst

ruct

ion,

equip

men

t, a

ctio

ns

put

in p

lace

to

reduce

the

likel

ihood o

f an

inci

den

t occ

urr

ing

□

envi

ronm

ents

, eg

built

, nat

ura

l, s

urr

oundin

g a

rea

of

pre

mis

es

conce

rned

3.3

prioritise

options,

tak

ing a

ccount

of

loca

l, n

atio

nal

, in

tern

atio

nal

an

d r

egula

tory

req

uirem

ents

□

prioritisa

tion,

eg f

acto

rs d

eter

min

ing o

rder

ing o

f im

port

ance

□

loca

l re

quirem

ents

and s

ubse

quen

t updat

es,

eg loca

l co

unci

l an

d/o

r au

thority

reg

ula

tions

and s

ubse

quen

t updat

es

□

nat

ional

req

uirem

ents

and s

ubse

quen

t updat

es,

eg n

atio

nal

build

ing

regula

tions

and s

ubse

quen

t updat

es (

Build

ing R

egula

tions

2010,

BS9999:2

008,

BS7974:2

001)

□

inte

rnat

ional

req

uirem

ents

and s

ubse

quen

t updat

es,

eg inte

rnat

ional

le

gis

lation a

nd s

ubse

quen

t updat

es

3

Be

able

to

reco

mm

end

contr

ols

to m

anag

e sp

ecific

ris

ks in

com

ple

x pre

mis

es

and e

nvi

ronm

ents

3.4

re

com

men

d a

ctio

n t

o e

nsu

re

com

plia

nce

spec

ifyi

ng t

he

ben

efits

and im

plic

atio

n o

f ea

ch

option a

t a

suffic

ient

leve

l of

det

ail th

at c

an b

e under

stood b

y th

e ap

pro

priat

e peo

ple

□

com

plia

nce

, eg

mee

ts r

equired

contr

ol m

easu

res

in a

ccord

ance

with

the

reco

mm

endat

ions

□

ben

efits,

eg t

he

adva

nta

ges

ass

oci

ated

with e

ach o

ption incl

udin

g

cost

(co

st-b

enef

it o

f options,

ava

ilabili

ty o

f ex

per

tise

in h

ouse

, en

viro

nm

enta

l im

pro

vem

ent,

lik

ely

lifes

pan

of

inve

stm

ent,

ongoin

g

mai

nte

nan

ce c

ost

s, inte

rnal

exp

ertise

dev

elopm

ent

cost

)

□

implic

atio

n,

eg lik

ely

conse

quen

ces

of

the

action o

f th

e re

com

men

dat

ion (

poss

ibili

ty o

f ex

tra

cost

s, lim

itat

ions

of

use

of

build

ing,

limitat

ions

of

occ

upan

cy)

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

11

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

suff

icie

nt

leve

l of

det

ail, e

g e

nough t

o b

e ab

le t

o b

e under

stood a

nd

agre

ed b

y al

l co

nce

rned

, unam

big

uous

languag

e, s

uitab

ility

of

languag

e fo

r th

e ta

rget

audie

nce

□

appro

priat

e peo

ple

, eg

ow

ner

, re

sponsi

ble

per

son f

or

pre

mis

es

conce

rned

, lo

cal au

thority

enfo

rcem

ent

team

s, a

rchitec

ts,

counci

l offic

ers

3.5

sp

ecify

the

conse

quen

ces

of

non-c

om

plia

nce

with e

xter

nal

re

quirem

ents

□

conse

quen

ces

of

non-c

om

plia

nce

, eg

non-c

onfo

rmity

reco

mm

endat

ions,

pote

ntial

pro

secu

tion

, th

reat

to p

eople

, pro

per

ty,

envi

ronm

ent,

liv

elih

ood

□

exte

rnal

req

uirem

ents

, eg

Build

ing R

egula

tions

2010,

BS 9

999:2

008,

BS 7

974:2

001,

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005


114


Delivery


When planning the delivery for learning outcome 1, centres will need to ensure learners have access to information relating to various case studies showing the range of safety measures that are required in complex premises and environments that are regulated and/or licensed. This should include all requirements of the current legislative framework, the purpose and function of safety solutions and the licensing requirements associated with a range of locations. It is important that learners have the opportunity to develop a sound theoretical knowledge as this will support the learning that takes place in the other learning outcomes in this unit.

Learning outcomes 2 and 3 require learners to apply the knowledge attained in learning outcome 1. The use of role play or a desktop scenario involving different incidents will allow learners to develop these skills.

It is important that the centre and learners are clear that the focus of learning outcome 2 is the determining of risks in complex premises and environments. Learners should be given the opportunity to develop their skills in relation to the determining of risks and should be provided with examples of a range of risks that may exist in complex premises and environments that are regulated and/or licensed. This will enable learners to develop skills that are transferrable across a number of premises, and therefore meet the requirements of the learning outcome. Learners should also be given the chance to develop their knowledge of agencies involved in the enforcement of fire safety legislation. They should also be given the opportunity to develop evaluative skills.

Case studies, desktop scenarios and role-play scenarios could be used in the delivery of learning outcome 3, enabling learners to apply their knowledge to a range of premises and environments, and making them aware of the different options available. It is important that learners are able to develop knowledge of a range of legal and statutory requirements and the ability to recommend action to ensure compliance.

Assessment




Evidence here should show that learners can operate in a range of varied and specific contexts involving creative and non-routine activities. They should also be able to exercise appropriate judgement in planning, selecting or presenting information, methods or resources. They should also be able to generate a range of


115

responses, a limited number of which are innovative, to well defined but often unfamiliar problems and evaluate information, using it to plan and develop investigative strategies.

It may be appropriate for the assessment of this unit to be linked to a given scenario in a given location. If this is used, it is important that make the scenario sufficiently compelling to allow learners to produce evidence to fully meet the requirements of the unit.

For AC1.1 learners need to explain the signage requirements for given locations. This may be produced in a table format, where the various signs are listed, and learners indicate where each sign may be used and the category and type of sign. The explanation should be detailed, with examples. AC1.2 requires learners to summarise the legislative framework in place at the time of assessment, including how this is enforced, as indicated in the unit amplification. For AC1.3 learners must fully explain, with appropriate examples, both the purpose and function of safety solutions and control measures associated with the protection of people, property and the environment. AC1.4 requires learners to review the facilities in the given scenario, and to explain their function in order to assist those managing and resolving incidents. AC1.5 takes this further, requiring learners to evaluate the potential for incidents to occur at the location. In their evidence, learners should review the information, then bring it together to form a conclusion, giving evidence for each of their views or statements. Evidence for AC1.6 and 1.7 may be linked. For AC1.6 learners need to explain the licensing requirements of the given location, and for AC1.7 to specify the required records associated with the location’s use, as indicated in the unit amplification.

Evidence for learning outcomes 2 and 3 should come from practical exercises such as role plays, case studies or desktop scenarios as these will allow learners to apply their knowledge attained throughout the unit. A single scenario can be used if it is complex enough to allow learners to produce sufficient evidence to meet all assessment criteria. Alternatively a range of scenarios may be used.

AC2.1 requires learners to review the information provided to establish the nature and level of risk associated with both the type of location and the use of the location. It is important that learners provide details and give reasons and/or evidence to clearly support the argument they are making. To meet AC2.2 learners should identify which agencies would be considered appropriate in relation to the given scenario, and how they would liaise with these agencies in order to evaluate the effectiveness of the existing risk assessment. AC2.3 then requires learners to evaluate the risk reduction and the control measures in place in relation to the management of the location, bringing it together to form a conclusion. Learners should give evidence for each of their views or statements. For AC2.4 learners should confirm the suitability and sufficiency of the existing control measures. The information should show the ability of the measures to control the risks associated with the identified hazards, and also to identify working practices, procedures and/or equipment that are in place. Learners should show how these control measures would reduce the likelihood of an incident occurring at the location.

When assessing AC3.1, the assessor should ensure that the advice that is provided by the learner is fit for purpose in relation to the complex premises and environments. The learner may produce this evidence in response to a role play activity or desk top scenario where they have to give the advice in relation to a self determined risk assessment. They should show that they have been able to review the assessment and have been able to identify the actions that are necessary for


116

the assessment to meet required standards. Evidence for AC3.2 may extend from that of AC3.1, with the learners providing options for improving the control measures that are in place. The measures proposed should relate to the reduction in the likelihood of an incident occurring.

AC3.3 requires learners to consider current local, national, international and regulatory requirements and to prioritise the options identified in light of these. To meet AC3.4 learners must recommend actions to ensure compliance. It is important that learners can specify the benefits and implications of each option. The evidence for this may come from a multimedia presentation that can be given to a panel representing the appropriate stakeholders, as indicated in the unit amplification. Evidence for AC3.5 could link to that for AC3.4, with learners including a section in the presentation that specifies the consequences of non-compliance with the external requirements such as building regulations and fire safety legislation as indicated.


Documents

HM Local Government: Fire Safety Risk Assessment, Small and Medium Places of Assembly

www.gov.uk/government/uploads/system/uploads/attachment_data/file/14888/frsa-small-medium-assembly.pdf

HM Local Government: Fire Safety Risk Assessment, Large Places of Assembly

www.gov.uk/government/uploads/system/uploads/attachment_data/file/14889/frsa-large-assembly.pdf

HM Government: Fire Safety Risk Assessments, Theatres, Cinemas and Similar Premises

www.gov.uk/government/uploads/system/uploads/attachment_data/file/14890/frsa-theatre-cinema.pdf

HM Local Government: Fire Safety Risk Assessments, Open Air Events and Venues

www.gov.uk/government/uploads/system/uploads/attachment_data/file/14891/frsa-open-air.pdf

Gambling Act 2005 www.legislation.gov.uk/ukpga/2005/19/contents

Licensing Act 2003 (Premises licences and club premises certificates)


Northumbria Police: The Guide to Safety at Sports Grounds (Home Office) 2008 ISBN 9780117020740

www.northumbria.police.uk/Images/ Events%20Safety%20at%20Sports%20Grounds_tcm4-22893.pdf



Safety of Sports Grounds Act 1975 www.legislation.gov.uk/ukpga/1975/52

BS 9999:2008 Fire Safety in the Design, Management and Use of Buildings Annex D: Theatres, Cinemas and Similar Venues ISBN 0000000000978

www.standardscentre.co.uk/bs/BS-9999-2008/?kw=bs%209999% 3A2008&ad=5115556283&gclid=CP6S0vGFra8CFQ1lfAodv15wng

http://www./�

http://www./�

http://www./�

http://www./�





http://http//www.northumbria.police.uk/Images/�Events Safety at Sports Grounds_tcm4-22893.pdf�





http://www.legislation.gov.uk/ukpga/1975/52�

http://www.standardscentre.co.uk/bs/BS-9999-2008/?kw=bs%209999%3A2008&ad=5115556283&gclid=CP6S0vGFra8CFQ1lfAodv15wng�





117

Textbooks

Football Licensing Authority, Department for Culture, Media and Sport — Guide To Safety At Sports Grounds (Fifth Edition) (The Stationery Office, 2008) ISBN 9780117020740

Health and Safety Executive — The Event Safety Guide: A Guide to Health, Safety and Welfare at Music and Similar Events (Guidance Booklets, 2nd Edition) (Health and Safety Executive Books, 1999) ISBN 9780717624539


118

Unit 11: Visit complex premises and environments for the purposes of fire safety regulation

Unit reference number: K/503/3593

QCF level: 4

Credit value: 4


Unit aim

This unit is about planning and conducting audits or inspections of premises for the purposes of fire safety regulation; identifying potential breaches of the legislation and deciding the action self and owner(s)/occupier(s) need to take, which may include informal and formal enforcement of fire safety legislation. Learners will also prepare effective inspection reports for the purposes of fire safety regulation, and communicate fire safety compliance or deficiencies to others for the purposes of the regulation. Learners will work in the context of complex premises, eg large premises, premises occupied by large numbers of people, where there is a longer distance to an escape route, premises containing sleeping accommodation or used for high fire risk processes or storage.


NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of carrying out visits for fire safety regulation in complex premises and environments.

Contact will be made with the person(s) described within the relevant home nation’s legislation.


Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

11

9

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in t

he

aim

s, o

bje

ctiv

es a

nd

priorities

of

the

regula

tory

au

thority

□

aim

s, o

bje

ctiv

es a

nd p

riorities

of

the

regula

tory

auth

ority

, eg

sav

ing

life,

pre

venting inju

ry a

nd d

amag

e to

pro

per

ty a

nd t

he

envi

ronm

ent

□

regula

tory

auth

ority

, eg

loca

l au

thority

fire

and r

escu

e se

rvic

e, loca

l au

thority

build

ing r

egula

tors

1.2

ex

pla

in t

he

regula

tory

org

anis

atio

n’s

polic

ies,

in

stru

ctio

ns

or

pro

cedure

s fo

r co

nduct

ing a

udits

and

insp

ections

of

com

ple

x pre

mis

es

and e

nvi

ronm

ents

□

regula

tory

org

anis

atio

n,

eg loca

l au

thority

fire

and r

escu

e se

rvic

e,

loca

l au

thority

build

ing r

egula

tors

□

conduct

ing a

udits

and insp

ections,

eg s

crutinis

ing p

lans,

mee

ting

with a

rchitec

ts a

nd o

wner

s, c

arry

ing o

ut

pre

mis

es v

isits,

chec

king

const

ruct

ion,

layo

ut,

equip

men

t, p

olic

ies

and p

roce

dure

s ag

ainst

re

gula

tory

req

uirem

ents

□

com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

, eg

hig

h/t

ransi

ent

occ

upan

cy

larg

e sc

ale

build

ings

(ie

off

ice

com

ple

xes,

hote

ls,

indust

rial

pre

mis

es,

shoppin

g c

entr

es)

1.3

ev

aluat

e th

e lin

ks w

ith o

ther

re

gula

tors

to iden

tify

wher

e th

eir

activi

ties

im

pin

ge

on o

wn in

rela

tion t

o f

ire

safe

ty r

egula

tion

of

com

ple

x pre

mis

es a

nd

envi

ronm

ents

□

oth

er r

egula

tors

, eg

build

ing c

ontr

ol, H

ealth a

nd S

afet

y Exe

cutive

(H

SE),

Envi

ronm

ent

Agen

cy

□

impin

ge,

eg lim

it u

se o

f m

ater

ials

, re

strict

chan

ges

in s

truct

ure

and

layo

ut

1

Under

stan

d

requirem

ents

for

visi

ting c

om

ple

x pre

mis

es a

nd

envi

ronm

ents

for

the

purp

ose

s of

fire

saf

ety

regula

tion

1.4

cl

arify

the

org

anis

atio

n’s

hea

lth

and s

afet

y polic

y an

d its

ap

plic

atio

n in r

elat

ion t

o v

isits

to

com

ple

x pre

mis

es a

nd

envi

ronm

ents

□

Hea

lth a

nd s

afet

y polic

y ap

plic

atio

n in r

elat

ion t

o v

isits,

eg lone

work

ing,

risk

ass

essm

ent,

pro

tect

ion a

gai

nst

inju

ry (

PPE),

acc

ess,

w

ork

ing a

t hei

ght,

saf

eguar

din

g

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

12

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

ex

pla

in t

he

asse

ssm

ent

of

the

leve

l of

fire

saf

ety

risk

on

com

ple

x pre

mis

es a

nd

envi

ronm

ents

□

asse

ssm

ent,

eg judgem

ent

or

dec

isio

n b

ased

on v

alid

, au

then

tic,

re

liable

, cu

rren

t an

d s

uffic

ient

evid

ence

□

leve

l of

risk

, eg

ver

y lo

w,

low

, m

ediu

m,

hig

h,

very

hig

h,

dep

enden

t on p

robab

ility

of

risk

and im

pac

t

□

fire

saf

ety

risk

, eg

lik

ely

to c

ause

ignitio

n o

f a

fire

, lik

ely

to c

ause

dea

th o

r in

jury

due

to a

fire

1.6

ex

pla

in h

ow

to s

elec

t su

itab

le

options

to m

ove

com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

to

war

ds

com

plia

nce

□

how

to s

elec

t, e

g d

epen

den

t on lev

el o

f non-c

om

plia

nce

and r

isk

signific

ance

□

suitab

le o

ptions,

eg info

rmal

, ve

rbal

, w

ritt

en c

om

plia

nce

req

ues

ts,

non-c

onfo

rmity

notice

s

□

com

plia

nce

, eg

in lin

e w

ith leg

al r

equirem

ents

1.7

ev

aluat

e w

ays

of

asse

ssin

g t

he

impac

t of

dec

isio

ns

mad

e on t

he

per

son(s

), t

he

pre

mis

es a

nd t

he

com

munity

□

way

s of

asse

ssin

g,

eg d

irec

t obse

rvat

ion (

pla

ns

and p

rem

ises

),

test

imony

of

per

son(s

) in

volv

ed,

aski

ng o

pin

ions,

surv

eyin

g

com

munity

□

impac

t, e

g incr

ease

d c

ost

, ex

tended

tim

esca

les,

chan

ge

of

use

, re

strict

ed a

cces

s, lim

itat

ions

of

conte

nts

of

pre

mis

es

□

dec

isio

ns,

eg r

equire

chan

ge

in c

onst

ruct

ion a

nd/o

r la

yout,

req

uire

extr

a pre

cautions,

req

uire

inst

alla

tion o

f ex

tra

syst

ems

1.8

ex

pla

in h

ow

to d

iffe

rentiat

e bet

wee

n f

orm

al a

nd info

rmal

en

forc

emen

t in

the

conte

xt o

f co

mple

x pre

mis

es a

nd

envi

ronm

ents

□

form

al e

nfo

rcem

ent,

eg o

ffic

ial, p

resc

ribed

com

plia

nce

req

uirem

ents

□

info

rmal

enfo

rcem

ent,

eg a

dvi

ce a

nd g

uid

ance

reg

ardin

g c

om

plia

nce

re

quirem

ents

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

12

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.9

cl

arify

the

asse

ssm

ent

of

contr

ol

mea

sure

s an

d m

anag

emen

t sy

stem

s to

iden

tify

bre

aches

of

legis

lation a

nd r

isks

to f

ire

safe

ty

in c

om

ple

x pre

mis

es a

nd

envi

ronm

ents

□

asse

ssm

ent

of

contr

ol m

easu

res,

eg judgem

ent

and d

ecis

ion b

ased

on lev

els

of

risk

red

uct

ion t

o a

n a

ccep

table

lev

el t

hro

ugh t

he

rem

ova

l of

haz

ards

or

dec

reas

ing t

he

pro

bab

ility

and/o

r im

pac

t of

the

risk

in

volv

ed

□

asse

ssm

ent

of

man

agem

ent

syst

ems,

eg judgem

ent

and d

ecis

ion

bas

ed o

n lev

els

of

risk

red

uct

ion t

o a

n a

ccep

table

lev

el t

hro

ugh t

he

imple

men

tation o

f sa

fety

polic

ies

and p

roce

dure

s su

ch a

s re

gula

r in

spec

tions,

tes

ting o

f eq

uip

men

t, t

rain

ing a

ctiv

itie

s, im

ple

men

tation

of

fire

war

den

s

□

bre

aches

in leg

isla

tion,

eg inco

rrec

t la

yout

and/o

r co

nst

ruct

ion,

inco

rrec

t use

of

mat

eria

ls,

unac

cepta

ble

haz

ards,

insu

ffic

ient

contr

ol

mea

sure

s

□

risk

s to

fire

safe

ty,

eg p

oor

house

keep

ing,

ignitio

n s

ourc

es,

unco

ntr

olle

d h

azar

ds,

fla

mm

able

mat

eria

ls

1.1

0

expla

in t

he

requirem

ents

for

com

munic

atin

g t

he

implic

atio

ns

of

findin

gs

to c

olle

agues

within

th

e org

anis

atio

n a

nd a

ppro

priat

e peo

ple

outs

ide

the

org

anis

atio

n

□

com

munic

atin

g,

eg v

erbal

ly,

in w

riting,

form

al let

ter,

em

ail, r

eport

, pre

senta

tion

□

implic

atio

ns

of

findin

gs,

eg incr

ease

d c

ost

, ex

tended

tim

esca

les,

ch

ange

of

use

, re

strict

ed a

cces

s, lim

itat

ions

of

conte

nts

of

pre

mis

es,

legal

pro

ceed

ings,

pro

secu

tion

□

colle

agues

within

the

org

anis

atio

n,

eg p

eers

, offic

e m

anag

ers,

sen

ior

offic

ers

□

appro

priat

e peo

ple

outs

ide

the

org

anis

atio

n,

eg o

wner

s, o

ccupie

rs,

visi

tors

, build

ers,

arc

hitec

ts

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

12

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

use

appro

priat

e dat

abas

es a

nd

oth

er info

rmat

ion s

ourc

es t

o

iden

tify

per

son(s

) an

d p

rem

ises

fo

r au

dit a

nd insp

ection,

in lin

e w

ith t

he

priorities

of

ow

n

auth

ority

□

appro

priat

e dat

abas

es,

eg C

om

munity

Fire

Ris

k M

anag

emen

t In

form

atio

n S

yste

m (

CFR

MIS

), S

OPH

TLO

GIC

□

oth

er info

rmat

ion s

ourc

es,

eg loca

l au

thorities

, gove

rnm

ent

offic

es,

HSE,

com

mer

cial

inst

itutions

□

per

son(s

), e

g o

wner

s, o

ccupie

rs,

visi

tors

, cu

stom

ers

□

com

ple

x pre

mis

es,

eg s

hops,

war

ehou

ses,

fac

tories

, hote

ls,

House

s in

Multip

le O

ccupat

ion,

educa

tional

est

ablis

hm

ents

, pla

ces

of

relig

ious

wors

hip

□

priorities

of

ow

n a

uth

ority

, eg

enfo

rcem

ent

of

appro

priat

e fire

saf

ety

legis

lation,

pro

vidin

g info

rmat

ion,

advi

ce a

nd g

uid

ance

for

pre

vention

purp

ose

s

2.2

pla

n a

logic

al s

erie

s of

insp

ections

for

com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

w

hic

h is

consi

sten

t w

ith t

he

auth

ority

’s p

lans

and p

riorities

□

logic

al s

erie

s, e

g s

pec

ific

, ac

hie

vable

, tim

etab

led

□

the

auth

ority

’s p

lans

and p

riorities

, eg

pre

venting f

ires

and r

educi

ng

risk

2.3

pla

n indiv

idual

audits

and

insp

ections

for

com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

, ta

king into

acc

ount

regula

tory

priorities

and p

erso

n(s

) av

aila

bili

ty

□

regula

tory

priorities

, an

d s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(F

ire

Saf

ety)

Ord

er 2

005

□

per

son(s

) av

aila

bili

ty,

eg o

wner

, occ

upie

r, r

esponsi

ble

per

son f

or

pre

mis

es c

once

rned

, build

er,

arch

itec

t

2

Be

able

to p

repar

e fo

r a

visi

t to

co

mple

x pre

mis

es

and e

nvi

ronm

ents

2.4

use

info

rmat

ion g

ather

ed t

o

iden

tify

appro

priat

e ben

chm

arks

an

d lik

ely

priorities

for

consi

der

atio

n d

uring a

ny

conta

ct

with p

erso

n(s

)

□

info

rmat

ion,

eg u

se o

f pre

mis

es, num

ber

of

occ

upan

ts,

fire

saf

ety

equip

men

t an

d s

yste

ms

□

appro

priat

e ben

chm

arks

, an

d s

ubse

quen

t updat

es,

eg D

epar

tmen

t of

Com

munitie

s an

d L

oca

l G

ove

rnm

ent

guid

es —

Fire

Saf

ety

Ris

k Ass

essm

ent:

Offic

es a

nd S

hops;

Fire

Saf

ety

Ris

k Ass

essm

ent:

Fa

ctories

and W

areh

ouse

s

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

12

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

likel

y priorities

for

consi

der

atio

n,

eg intr

oduct

ion o

f co

ntr

ol m

easu

res

incl

udin

g c

han

ges

to s

truct

ura

l fe

ature

s of

pre

mis

es,

limitin

g u

se o

f pre

mis

es,

limitin

g n

um

ber

of

occ

upan

ts,

intr

oduct

ion o

f fire

saf

ety

equip

men

t an

d s

yste

ms

□

per

son(s

), e

g o

wner

, occ

upie

r, r

esponsi

ble

per

son f

or

pre

mis

es

conce

rned

, build

er,

arch

itec

t

2.5

dev

elop r

elev

ant

topic

are

as f

or

audit a

nd insp

ection w

ith

refe

rence

to o

rgan

isat

ional

priorities

□

rele

vant

topic

are

a, e

g m

anag

emen

t sy

stem

s, h

azar

ds

within

co

mple

x pre

mis

es,

stru

ctura

l fe

ature

s, o

ccupan

ts,

mea

ns

of

esca

pe,

si

gnag

e, w

arnin

g s

yste

ms,

em

ergen

cy lig

hting,

equip

men

t

□

org

anis

atio

nal

priorities

, eg

Inte

gra

ted R

isk

Man

agem

ent

Plan

(IR

MP)

3.1

se

cure

cooper

atio

n o

f th

e per

son(s

) w

ith a

uth

ority

to g

ain

acce

ss t

o p

rem

ises

and c

arry

out

regula

tory

act

ivity

□

secu

re c

ooper

atio

n,

eg t

hro

ugh v

erbal

or

writt

en a

gre

emen

t

□

per

son(s

), e

g o

wner

, occ

upie

r

□

regula

tions,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005

3.2

co

nduct

audits

and insp

ections

of

com

ple

x pre

mis

es a

nd

envi

ronm

ents

saf

ely

□

safe

ly —

without

causi

ng inju

ry o

r dam

age

to s

elf,

oth

ers

and

pro

per

ty

3.3

m

anag

e th

e pac

e an

d p

roce

ss o

f th

e in

spec

tion w

ith f

lexi

bili

ty t

o

dea

l ap

pro

priat

ely

with iss

ues

outs

ide

the

scope

of

the

pla

n

□

pro

cess

of

the

insp

ection,

eg initia

l co

nta

ct w

ith r

elev

ant

per

son(s

),

booki

ng o

f tim

e an

d d

ura

tion,

reques

ting r

elev

ant

info

rmat

ion,

aski

ng r

elev

ant

ques

tions,

pro

vidin

g r

esponse

s, f

eedbac

k an

d r

eport

s as

req

uired

□

issu

es o

uts

ide

the

scope

of

the

pla

n,

eg inab

ility

to c

onta

ct r

elev

ant

per

son(s

), las

t m

inute

can

cella

tions

of

visi

t, n

on-c

onfo

rmitie

s to

the

regula

tory

req

uirem

ents

3

Be

able

to v

isit

com

ple

x pre

mis

es

and e

nvi

ronm

ents

to

car

ry o

ut

audits

and insp

ections

3.4

id

entify

sys

tem

s an

d p

roce

sses

put

in p

lace

to r

educe

ris

ks

□

syst

ems

and p

roce

sses

, eg

man

agem

ent

syst

ems,

appro

priat

e st

ora

ge

of

haz

ards

within

com

ple

x pre

mis

es,

stru

ctura

l fe

ature

s,

mea

ns

of

esca

pe,

sig

nag

e, w

arnin

g s

yste

ms,

em

ergen

cy lig

hting,

equip

men

t

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

12

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

dea

l w

ith iden

tified

iss

ues

in a

lo

gic

al a

nd s

yste

mat

ic m

anner

□

id

entified

iss

ues

, eg

non

-confo

rmitie

s to

the

regula

tory

req

uirem

ents

□

logic

al a

nd s

yste

mat

ic m

anner

, eg

thro

ugh c

lear

and c

onci

se

requirem

ents

rep

ort

s usi

ng S

MART o

bje

ctiv

es

3.6

id

entify

posi

tive

asp

ects

of

fire

sa

fety

per

form

ance

on w

hic

h

furt

her

chan

ge

and d

evel

opm

ent

can b

e built

□

posi

tive

asp

ects

of

fire

saf

ety

per

form

ance

, eg

corr

ect

com

ple

tion o

f Fi

re R

isk

Ass

essm

ent

and c

omplia

nce

with its

conte

nts

□

furt

her

chan

ge

and d

evel

opm

ent,

eg r

egula

r re

view

pro

cess

es,

seek

ing a

nd im

ple

men

tation o

f bes

t pra

ctic

e fr

om

oth

er p

rem

ises

, co

ntinual

fire

safe

ty t

rain

ing a

nd d

evel

opm

ent

3.7

cr

itic

ally

com

par

e findin

gs

with

exis

ting s

tandar

ds

and a

gai

nst

th

e princi

ple

s of

risk

ass

essm

ent

and c

ontr

ol to

iden

tify

if

any

risk

gap

(s)

exis

t

□

findin

gs,

eg c

onte

nts

of Fi

re R

isk

Ass

essm

ent

□

stan

dar

ds,

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005

□

princi

ple

s of

risk

ass

essm

ent

and c

ontr

ol, e

g t

o r

educe

the

pro

bab

ility

and im

pac

t of

the

haz

ards

invo

lved

cau

sing d

eath

or

inju

ry,

har

m t

o t

he

envi

ronm

ent

3.8

se

lect

acc

epta

ble

options

to

achie

ve a

ccep

table

sta

ndar

ds

wher

e risk

s ar

e in

adeq

uat

ely

contr

olle

d

□

acce

pta

ble

options,

eg in lin

e w

ith leg

al r

equirem

ents

, ag

reed

by

all

par

ties

conce

rned

with,

and leg

ally

res

ponsi

ble

for,

the

man

agem

ent

and e

nfo

rcem

ent

of

fire

saf

ety

□

acce

pta

ble

sta

ndar

ds,

eg c

onfo

rmin

g t

o t

he

Reg

ula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005 a

nd s

ubse

quen

t updat

es t

hro

ugh s

tandar

d o

r bes

poke

engin

eere

d s

olu

tions

□

risk

contr

ol, e

g t

hro

ugh t

he

rem

ova

l of

haz

ards

or

by

imple

men

ting

contr

ol m

easu

res

and/o

r fire

saf

ety

syst

ems

and e

quip

men

t to

co

ntr

ol th

e risk

of

har

m

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

12

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.9

sp

ecify

the

enfo

rcem

ent

action

required

to s

ecure

com

plia

nce

by

self a

nd t

he

appro

priat

e per

son(s

)

□

enfo

rcem

ent

action,

eg n

otice

s fo

r ac

tion t

o b

e ta

ken,

pro

secu

tion

□

com

plia

nce

, eg

in lin

e w

ith R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005 a

nd s

ubse

quen

t updat

es

□

appro

priat

e per

son(s

), e

g o

wner

, occ

upie

r, p

erso

n(s

) re

sponsi

ble

for

fire

saf

ety

man

agem

ent

for

com

ple

x pre

mis

es

3.1

0

asse

ss t

he

likel

y im

pac

t on t

he

peo

ple

and p

roper

ty r

esultin

g

from

enfo

rcem

ent

action

□

asse

ss,

eg m

ake

dec

isio

n o

r ju

dgem

ent

bas

ed o

n e

viden

ce g

ather

ed

agai

nst

set

crite

ria

□

impac

t, e

g c

ost

, lo

ss o

f busi

nes

s, r

estr

iction o

f use

, re

strict

ion t

o

occ

upan

cy,

envi

ronm

enta

l im

pac

t, im

pac

t on c

om

munity

3.1

1

enco

ura

ge

dev

elopm

ent

of

fire

sa

fety

polic

ies,

pla

ns

and

pro

cedure

s to

influen

ce

appro

priat

e risk

man

agem

ent

stan

dar

ds

within

com

ple

x pre

mis

es a

nd e

nvi

ronm

ents

□

enco

ura

ge

dev

elopm

ent,

eg p

rovi

de

info

rmat

ion,

advi

ce a

nd

guid

ance

, offer

tra

inin

g o

pport

unitie

s an

d e

duca

tional

mat

eria

l

□

appro

priat

e risk

man

agem

ent

stan

dar

ds,

eg s

tandar

ds

and

requirem

ents

within

fire

risk

ass

essm

ent

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

12

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

pre

par

e cl

ear,

conci

se

insp

ection r

eport

s, in t

he

agre

ed

form

at

□

agre

ed f

orm

at,

eg a

s per

org

anis

atio

nal

polic

y, p

roce

dure

and u

se o

f st

andar

d f

orm

s 4

Be

able

to r

eport

on t

he

conduct

an

d f

indin

gs

of

the

visi

t to

com

ple

x pre

mis

es a

nd

envi

ronm

ents

4.2

pre

par

e in

spec

tion r

eport

s w

hic

h

will

:

in

form

the

nex

t vi

sit

pla

n

id

entify

who w

as m

et

in

dic

ate

the

purp

ose

of

the

insp

ection

in

dic

ate

any

limitat

ions

st

ate

the

salie

nt

findin

gs

st

ate

the

action t

aken

by

self

and o

ther

per

son(s

)

□

pre

par

e ac

cura

te r

eport

s in

lin

e w

ith r

elev

ant

guid

elin

es a

nd

pro

cedure

s

4.3

ev

aluat

e th

e ef

fect

iven

ess

of

the

insp

ection a

gai

nst

obje

ctiv

es in

the

pla

n

□

effe

ctiv

enes

s, e

g a

bili

ty o

f in

spec

tion t

o e

nsu

re s

uff

icie

nt

fire

saf

ety

pre

cautions

are

pre

sent

at t

he

pre

mis

es invo

lved

4.4

ar

range

any

furt

her

act

ion

required

by

ow

n o

r an

oth

er

regula

tory

auth

ority

□

furt

her

act

ion,

eg a

men

dm

ents

to fire

risk

ass

essm

ent,

chan

ges

to

polic

ies

and p

roce

dure

s in

man

agem

ent

of

pre

mis

es,

chan

ges

to f

ire

safe

ty e

quip

men

t, s

ignag

e an

d s

yste

ms,

chan

ges

to p

rem

ises

to

confo

rm t

o f

ire

safe

ty r

equirem

ents

(la

yout,

mat

eria

ls,

const

ruct

ion)

□

oth

er r

egula

tory

auth

ority

, eg

build

ing c

ontr

ol, E

nvi

ronm

ent

Agen

cy

4.5

co

mm

unic

ate

findin

gs

to

colle

agues

and u

pdat

e au

thority

re

cord

s

□

com

munic

ate,

eg v

erbal

ly,

in w

riting,

form

al r

eport

s, p

rese

nta

tions,

dat

abas

es

□

auth

ority

rec

ord

s, e

g r

isk

regis

ters

, risk

inte

lligen

ce d

atab

ases


127


Delivery



When delivering learning outcome 1 it is important that the centre provides learners with opportunities to investigate the full range of regulatory authorities in relation to fire safety. Doing this will enable learners to develop their knowledge in full, and prepare them to select the appropriate authorities for assessment purposes. Delivery should clearly show how authorities link and how they work together to promote fire safety in complex premises and environments. Learners should then be given the opportunity to develop understanding of how different organisations apply health and safety policies. The use of guest speakers and visits to organisations would support the learning here. Learners will also need information on how risks are assessed and options available to ensure premises comply with fire safety regulations.


For learning outcome 2 centres should provide learners with opportunities to plan visits to complex premises and environments. Centres should provide learners with examples of good and poor planning practice. In particular learners should look at information sources, regulatory priorities and appropriate benchmarks in order to understand the requirements of an effective plan.

For learning outcome 3 centres could role play visits. It would be appropriate for these to be broken down into the various components of a visit, and for a number of developmental opportunities to be provided prior to any summative assessment. The use of case studies, video presentations and guest speakers that highlight the positive experiences as well as potential issues when undertaking visits would support this delivery.

Learning outcome 4 focuses on the reporting that takes place following a visit to complex premises and environments. Learners should be provided with example reports that have demonstrated both good and bad practice in reporting. It is important that they are able to show understanding of the format expected as well as the content of any report that they produce. These reports should clearly show both the findings and any further actions that the inspector suggests are required to ensure compliance.

Assessment





128

Evidence here should show that learners can operate in a range of varied and specific contexts involving creative and non-routine activities. They should also be able to exercise appropriate judgement in planning, selecting or presenting information, methods or resources. They should also be able to generate a range of responses, a limited number of which are innovative, to well defined but often unfamiliar problems and evaluate information, using it to plan and develop investigative strategies.

It may be appropriate for the centre to provide a role play or case study that all assessment activities for the unit can link to. This would place in context the assessment activities that are undertaken. The case study should provide sufficient detail to allow learners to fully meet the requirements of the assessment for the unit.

AC1.1 requires learners to explain the aims, objectives and priorities of the regulatory authority detailed in the case study. All three must be fully covered, and the explanation should set out in detail the information, with reasons and examples. AC1.2 requires learners to explain the policies, instructions and procedures as indicated in the unit amplification, with examples. AC1.3 requires learners to evaluate how the work undertaken by regulators may affect other agencies in relation to fire safety, and how this links agencies together. AC1.4 requires learners to clarify the health and safety policy for the given organisation, in particular how they apply to visits to complex premises and environments. The policy should cover those that are appropriate for the assessment context. This description should be more than a list, and should include all the relevant information in relation to the different policies. For AC1.5 learners need to explain how the level of fire risk can be assessed. This does not require learners to form a judgement at this point, but rather to show how a judgement can be made. However, it is appropriate for learners to support their work with examples of how judgements can be made. AC1.6 takes this further, requiring learners to explain options that can move complex premises and environments towards compliance, and how to select them. Again it is the process that should be explained here. Then, for AC1.7, learners need to show how to evaluate ways of assessing the impact of their decisions in relation to the premises, the personnel in the organisation and the community as a whole. AC1.8 requires learners to differentiate between formal and informal enforcement, providing all the relevant information in relation to the different enforcement options available. The evidence should show where the different options can be used appropriately. AC1.9 requires learners to clarify how to assess control measures and management systems to identify breaches of fire safety legislation. Evidence for this should also show how these breaches can increase risk to fire safety. For AC1.10 learners need to explain the requirements for communicating the findings of the visit. It is the theoretical knowledge of the methods used to communicate information that is being assessed here rather than the application of the methods, which will come later in the unit. Learners should show they understand who they should report to, both within and outside the organisation, and the different methods of reporting.



129

AC2.1 requires learners to use appropriate sources of information, as indicated in the unit amplification, to identify both person(s) and premises for inspection. It is important that the evidence is in line with their level of authority. Assessors could provide a range of case studies or scenarios, and learners could select an appropriate one to which they relate assessment activities. Learners should plan a series of inspections for the premises for AC2.2. As they plan, it is important that learners show how the steps taken are consistent with the priorities of the regulatory authority they are representing. For AC2.3 learners need to select and plan for individual audits or inspections. It is important that they show how they would prioritise and take into account the availability of person(s) involved. AC2.4 requires learners to identify benchmarks and likely priorities for consideration during the visit. This information will then inform the evidence for AC2.5, which requires learners to develop topic areas for the audit and inspection. These topic areas should clearly link to the organisational priorities such as integrated risk management planning.

The focus of assessment for learning outcome 3 is for learners to actually visit complex premises and environments to carry out an audit and inspection. This may come from activities undertaken as part of learners’ role or through role play and scenario-based assessment. It may be appropriate for assessors to undertake the role of manager/owner of the organisation being inspected for the purposes of assessment. AC3.1 requires learners to contact the person with authority to secure cooperation and gain access to the premises in order to carry out the audit and inspection. AC3.2 then requires learners to carry out the audit and inspection safely. This should be recorded through the use of an observation record completed by the assessor, and any notes made during the visit submitted as supporting evidence.

For AC3.3 learners need to manage the visit, ensuring that the pace and process of inspection is appropriate. Assessors should have a scenario planned that introduces an unexpected event to enable learners to demonstrate flexibility in their approach to the visit. AC3.4 requires learners, whilst undertaking the visit, to identify the systems and processes that are in place to reduce risks. AC3.5 requires learners to provide actions that deal with any identified issues in a logical and systematic manner. This should include the use of SMART (specific, measurable, achievable, relevant time-measured) objectives. For AC3.6 learners need to identify good practice, showing premises owner/occupier what they are doing well, and reinforcing to learners the importance of positive feedback in inspection and audit. Learners should also show how this good practice can be built upon and further developed. AC3.7 follows on from the previous criterion, requiring learners to critically compare their findings with existing standards to identify any gaps in control measures in relation to risk assessment. AC3.8 takes this further by requiring learners to select options that are in line with legal requirements that will allow the premises to achieve acceptable standards of risk management. For AC3.9 learners should identify the enforcement action required to secure compliance with fire safety regulation in force at the time of assessment. Once this has been done, learners should assess the likely impact of the enforcement action on the people and property to achieve AC3.10. These impacts could be cost related, restrict use and affect the wider community. For AC3.11 learners need to show how they would encourage the development of fire safety policies, plans and procedures within the premises.

Learning outcome 4 should be assessed after the role-play scenario. The focus of this learning outcome is on the reporting that occurs after a visit. AC4.1 requires learners to prepare an inspection report following the visit. This report should follow the format that has been agreed with assessors, and should use standard forms.


130

For AC4.2 learners must prepare a report that includes items listed in the unit content. For AC4.3, assessors should ensure that learners have evaluated the effectiveness of the inspection against the plan that was developed in learning outcome 2. It is important here that learners have reviewed the information then brought it together to form a conclusion. AC4.4 requires learners to show how they would arrange further action that they have identified as being required, and it may be that suggestions of how this would be monitored would support this criteria. Evidence for AC4.5 should show how learners would communicate their findings to colleagues and the authority, and how they would update records such as the risk register.


Documents

















Website


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131

Unit 12: Review fire safety matters relating to existing or proposed construction

Unit reference number: H/503/3401

QCF level: 4

Credit value: 7


Unit aim

This unit is about commenting on the suitability of materials and the fire risks associated with the design, construction, alteration and use of premises. Learners will work within their personal level of responsibility and authority for providing advice and information and dealing with compliance issues.


It is also appropriate for regulators with responsibility for ensuring the requirements of fire safety and associated regulations are being met through cooperation or enforcement.

Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

13

2

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

su

mm

aris

e re

gula

tions,

codes

of

pra

ctic

e an

d g

uid

ance

ass

oci

ated

w

ith b

uild

ing c

onst

ruct

ion o

r al

tera

tion,

incl

udin

g n

atio

nal

and

inte

rnat

ional

sta

ndar

ds

□

regula

tions

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005

□

codes

of

pra

ctic

e an

d s

ubse

quen

t updat

es,

eg B

S 9

999:2

008

□

guid

ance

, eg

BS 7

974:2

001,

Com

munitie

s an

d L

oca

l G

ove

rnm

ent

(CLG

) fire

saf

ety

guid

es

□

nat

ional

sta

ndar

ds

and s

ubse

quen

t updat

es,

eg B

S 9

999:2

008

□

inte

rnat

ional

sta

ndar

ds

and s

ubse

quen

t updat

es,

eg I

SO

TC 9

2

1

Under

stan

d

legis

lative

and

org

anis

atio

nal

re

quirem

ents

for

revi

ewin

g f

ire

safe

ty m

atte

rs

rela

ting t

o e

xist

ing

or

pro

pose

d

const

ruct

ion

1.2

su

mm

aris

e th

e fa

ctors

in

fluen

cing t

he

sele

ctio

n o

f re

gula

tions,

codes

of

pra

ctic

e an

d g

uid

ance

ass

oci

ated

with

spec

ific

des

ign,

const

ruct

ion o

r al

tera

tion p

lans

□

fact

ors

, eg

inte

nded

use

of

const

ruct

ion (

off

ices

, in

dust

rial

unit,

reta

il, s

leep

ing a

ccom

modat

ion e

tc)

□

regula

tions

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re

Saf

ety)

Ord

er 2

005,

BS 7

974:2

001

□

codes

of

pra

ctic

e an

d s

ubse

quen

t updat

es,

eg B

S 9

999:2

008,

BS

7974:2

001

□

guid

ance

, eg

CLG

fire

safe

ty g

uid

es

□

des

ign p

lans,

eg initia

l ar

chitec

t’s

pla

ns

□

const

ruct

ion p

lans,

eg b

uild

er’s

pla

ns

bas

ed o

n a

rchitec

t’s

pla

ns

□

alte

ration p

lans,

eg c

om

bin

atio

n o

f ab

ove

for

chan

ges

to e

xist

ing

const

ruct

ion

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

13

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

ex

pla

in t

he

legis

lative

fra

mew

ork

an

d t

he

mec

han

ism

s of

enfo

rcem

ent

in n

ew,

alte

red a

nd

exis

ting b

uild

ings

□

legis

lative

fra

mew

ork

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

□

mec

han

ism

s of

enfo

rcem

ent,

eg loc

al n

on-c

onfo

rmity

reques

ts,

legal

pro

secu

tion

2.1

ex

pla

in t

he

step

s to

tak

e to

work

w

ith o

ther

par

tner

s in

ord

er t

o

achie

ve a

sat

isfa

ctory

lev

el o

f fire

saf

ety

□

work

ing w

ith o

ther

s, e

g o

wner

s, p

erso

ns

resp

onsi

ble

for

fire

saf

ety

mat

ters

, occ

upie

rs

□

par

tner

s, e

g b

uild

ing c

ontr

ol offic

ers

□

satisf

acto

ry lev

el o

f fire

saf

ety,

eg c

om

plia

nce

with r

egula

tions

and

stan

dar

ds

required

for

pro

pose

d c

onst

ruct

ion

2.2

det

erm

ine

how

to a

cces

s so

urc

es

of

spec

ialis

t su

pport

, ad

vice

and

info

rmat

ion

□

sourc

es,

eg p

ublis

hed

and w

eb-b

ased

docu

men

ts,

guid

es a

nd

regula

tions

□

spec

ialis

t su

pport

, eg

loca

l co

unci

l build

ing c

ontr

ol, loca

l fire

and

resc

ue

serv

ice

□

spec

ialis

t ad

vice

, eg

leg

al,

advi

sory

□

spec

ialis

t in

form

atio

n,

eg loca

l, n

atio

nal

, in

tern

atio

nal

leg

isla

tion

2

Under

stan

d

pro

cedure

s an

d

pro

cess

es f

or

revi

ewin

g f

ire

safe

ty m

atte

rs

rela

ting t

o e

xist

ing

or

pro

pose

d

const

ruct

ion

2.3

ev

aluat

e th

e co

rrec

t ap

plic

atio

n

of

met

hodolo

gie

s, t

ools

and

tech

niq

ues

for

risk

ass

essm

ent

□

eval

uat

ion s

kills

, eg

gat

her

ing info

rmat

ion,

anal

ysis

of

the

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

□

applic

atio

n,

eg u

se,

pro

cess

of

putt

ing t

o u

se

□

met

hodolo

gie

s, e

g p

ract

ices

and p

roce

dure

s

□

tools

, eg

fire

risk

ass

essm

ent

form

s

□

tech

niq

ues

, eg

ski

lls,

work

pro

cess

es

□

risk

ass

essm

ent,

eg iden

tifica

tion o

f haz

ard,

likel

ihood o

f haz

ard

causi

ng a

dan

ger

ous

occ

urr

ence

, im

pac

t th

at it

would

hav

e

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

13

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

ev

aluat

e th

e im

pac

t of

pro

pose

d

const

ruct

ion o

r al

tera

tion o

n t

he

exis

ting f

ire

safe

ty s

yste

ms

both

during a

nd a

fter

im

ple

men

tation

□

eval

uat

ion s

kills

, eg

gat

her

ing info

rmat

ion,

anal

ysis

of

the

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

□

const

ruct

ion,

eg b

uild

ing,

asso

ciat

ed p

rem

ises

, en

viro

nm

ent

□

alte

ration,

eg c

han

ge

to e

xist

ing c

onst

ruct

ion

□

fire

saf

ety

syst

ems,

eg c

onst

ruct

ion d

esig

n,

equip

men

t, a

ctio

ns,

polic

ies

3.1

ex

pla

in c

lass

ific

atio

ns,

sp

ecific

atio

ns

and lim

itat

ions

of

build

ing m

ater

ials

in r

elat

ion t

o

fire

saf

ety

revi

ew

□

clas

sifica

tions,

eg B

S 4

76 —

Fire

test

s on b

uild

ing m

ater

ials

and

stru

cture

s

□

spec

ific

atio

ns

and s

ubse

quen

t updat

es,

eg A

STM

E119-1

2 S

tandar

d

Tes

t M

ethods

for

Fire

Tes

ts o

f Build

ing C

onst

ruct

ion a

nd M

ater

ials

□

limitat

ions,

eg d

isad

vanta

ges

, boundar

ies,

mar

gin

s, r

estr

ictions

□

build

ing m

ater

ials

, eg

all

mat

eria

ls u

sed in c

onst

ruct

ion o

f build

ing o

f pre

mis

es,

incl

udin

g s

urf

ace

finis

hes

□

fire

saf

ety

revi

ew,

eg r

egula

r updat

e of

fire

ris

k as

sess

men

t

3

Under

stan

d t

he

impac

t of

build

ing

mat

eria

ls a

nd

const

ruct

ion

met

hods

on f

ire

safe

ty

3.2

cl

arify

the

inte

ract

ion a

nd

com

pat

ibili

ty b

etw

een d

iffe

rent

build

ing m

ater

ials

under

var

ying

circ

um

stan

ces

□

inte

ract

ion,

eg e

ffec

t m

ater

ials

hav

e on e

ach o

ther

in f

ire

situ

atio

ns

□

com

pat

ibili

ty,

eg a

bili

ty t

o b

e use

d t

oget

her

or

not

□

build

ing m

ater

ials

, eg

all

mat

eria

ls u

sed in c

onst

ruct

ion o

f pre

mis

es,

incl

udin

g s

urf

ace

finis

hes

□

vary

ing c

ircu

mst

ance

s, e

g e

xposu

re t

o d

iffe

rent

tem

per

ature

ran

ges

, hum

idity,

subst

ance

s et

c

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

13

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.3

an

alys

e th

e m

ethods

of

test

ing

mat

eria

ls a

nd t

he

limitat

ions

of

each

□

met

hods,

eg m

echan

ical

, ch

emic

al,

ther

mal

□

anal

ysis

ski

lls/t

echniq

ues

, eg

info

rmat

ion/d

ata

gat

her

ing,

inte

rpre

tation

□

test

ing,

eg e

xposu

re t

o v

aryi

ng c

ircu

mst

ance

s (e

g h

eat,

subst

ance

s,

abra

sion,

wei

ght,

str

ess)

□

mat

eria

ls,

eg u

sed in t

he

const

ruct

ion o

f th

e pre

mis

es (

eg w

ood,

brick

, sl

ate,

tile

s, c

oncr

ete,

met

als,

pla

stic

s, g

lass

, fibre

s, s

eala

nts

)

□

limitat

ions,

eg m

ater

ial pro

per

ties

, re

strict

ions

on u

se,

not

fit

for

purp

ose

3.4

ex

pla

in h

ow

inap

pro

priat

e se

lect

ion,

use

, lo

cation,

orien

tation a

nd inte

ract

ion o

f m

ater

ials

can

aff

ect

the

fire

per

form

ance

of

a build

ing

□

inap

pro

priat

e se

lect

ion,

eg m

ater

ial pro

per

ty r

equirem

ents

, fa

ctors

th

at m

ay c

ause

the

wro

ng m

ater

ial se

lect

ion f

or

required

use

□

use

, eg

str

uct

ura

l, d

ecora

tive

, fire

ret

ardan

t, w

eath

er r

esis

tant

□

loca

tion,

eg inte

rnal

, ex

tern

al

□

orien

tation,

eg v

ertica

l, h

orizo

nta

l, lat

eral

, sl

opin

g

□

inte

ract

ion o

f m

ater

ials

, eg

on e

xposu

re t

o f

ire,

hea

t, c

hem

ical

su

bst

ance

s

□

mat

eria

ls,

eg u

sed in t

he

const

ruct

ion o

f th

e pre

mis

es (

eg w

ood,

brick

, sl

ate,

tile

s, c

oncr

ete,

met

als,

pla

stic

s, g

lass

, fibre

s, s

eala

nts

)

□

fire

per

form

ance

, eg

eas

e of

catc

hin

g f

ire,

agen

t in

spre

adin

g f

ire,

re

leas

e of

hea

t, r

elea

se o

f ad

vers

e fire

gas

es,

intu

mes

cent

mat

eria

ls

3.5

ex

pla

in h

ow

qual

ity

of

const

ruct

ion c

an a

ffec

t th

e fire

per

form

ance

of

a build

ing

□

qual

ity

of

const

ruct

ion,

eg t

he

stan

dar

d t

o w

hic

h t

he

pre

mis

es is

built

(B

uild

ing R

egula

tions

2010,

par

ts A

-P)

□

fire

per

form

ance

, eg

eas

e of

catc

hin

g f

ire,

agen

t in

spre

adin

g f

ire,

re

leas

e of

hea

t, r

elea

se o

f ad

vers

e fire

gas

es,

intu

mes

cent

mat

eria

ls

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

13

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

obta

in s

uff

icie

nt

info

rmat

ion

from

all

avai

lable

sourc

es t

o

enab

le a

n e

valu

atio

n o

f pro

posa

ls

□

suff

icie

nt,

eg e

nough t

o m

ake

a pro

fess

ional

eva

luat

ion a

nd d

ecis

ion

regar

din

g t

he

fire

ris

ks invo

lved

within

the

des

ign

□

info

rmat

ion,

eg a

ntici

pat

ed,

consi

der

ed,

iden

tified

thro

ugh t

he

fire

risk

ass

essm

ent

□

sourc

es,

eg a

rchitec

t, b

uild

ing c

ontr

acto

r, o

wner

, lo

cal au

thority

□

eval

uat

ion s

kills

, eg

gat

her

ing info

rmat

ion,

anal

ysis

of

the

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

4.2

co

nfirm

the

type,

ran

ge

and

leve

l of

risk

s as

soci

ated

with

pro

posa

ls

□

types

of

risk

s, e

g lik

elih

ood o

f ig

nitio

n,

likel

ihood t

o c

ause

har

m,

likel

ihood o

f fire

spre

ad

□

range

of

risk

s, e

g d

amag

e to

pre

mis

es,

equip

men

t, m

inor

inju

ry,

maj

or

inju

ry,

dea

th

□

leve

l of

risk

s, e

g h

igh,

med

ium

, lo

w

□

pro

posa

ls,

eg c

han

ges

to c

onst

ruct

ion p

lans

and m

ater

ials

, risk

co

ntr

ol m

easu

res

(const

ruct

ion,

equip

men

t, a

ctio

ns)

4

Be

able

to e

valu

ate

pla

ns

to d

eter

min

e fire

ris

ks

asso

ciat

ed w

ith

const

ruct

ion

des

ign

4.3

as

sess

pro

posa

ls a

gai

nst

nat

ional

and inte

rnat

ional

des

ign

stan

dar

ds

or

guid

ance

□

asse

ssm

ent

skill

s, e

g g

ather

info

rmat

ion a

nd e

viden

ce,

mak

e dec

isio

ns

bas

ed o

n e

viden

ce g

ather

ed,

report

dec

isio

ns

□

pro

posa

ls,

eg c

onst

ruct

ion p

lans,

ass

oci

ated

ris

k co

ntr

ol m

easu

res

□

nat

ional

des

ign s

tandar

ds

or

guid

ance

and s

ubse

quen

t updat

es,

eg

Build

ing R

egula

tions

2012,

BS 9

999:2

008,

BS 7

974:2

001

□

inte

rnat

ional

des

ign s

tandar

ds

or

guid

ance

and s

ubse

quen

t updat

es,

eg I

SO

TC 9

2

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

13

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

det

erm

ine

the

valid

ity

of

the

fire

st

rate

gy

asso

ciat

ed w

ith t

he

subm

issi

on t

o iden

tify

ris

ks

whic

h a

re n

ot

adeq

uat

ely

contr

olle

d

□

valid

ity,

eg e

ffec

tive

nes

s, leg

al a

ccep

tabili

ty

□

fire

str

ateg

y, e

g c

onte

nts

of fire

ris

k as

sess

men

t re

cord

□

risk

s, e

g r

isk

of

fire

, risk

of

fire

spre

ad,

risk

to life

(incl

udin

g o

ther

occ

upie

rs if

multip

le o

ccupan

ts)

□

not

adeq

uat

ely

contr

olle

d,

eg lev

el o

f risk

too h

igh

4.5

es

tablis

h t

hat

the

pro

pose

d

contr

ol m

easu

res

are

suitab

le

and s

uffic

ient

to m

anag

e risk

s ef

fect

ivel

y

□

contr

ol m

easu

res,

eg c

onst

ruct

ion,

equip

men

t, a

ctio

ns

□

suitab

le,

eg f

it f

or

purp

ose

□

suffic

ient,

eg a

deq

uat

e, e

nough

□

man

age

risk

s ef

fect

ivel

y, e

g k

eep lev

el o

f risk

low

, re

duce

im

pac

t of

risk

to a

n a

ccep

table

lev

el

4.6

as

sess

the

adeq

uac

y of

fire

sa

fety

mea

sure

s w

her

e fu

rther

in

form

atio

n b

ecom

es a

vaila

ble

□

asse

ssm

ent

skill

s, e

g g

ather

info

rmat

ion,

gat

her

evi

den

ce,

mak

e dec

isio

ns

bas

ed o

n e

viden

ce g

ather

ed,

report

dec

isio

ns

□

adeq

uac

y, e

g c

apab

ility

, ca

rry

out

the

required

funct

ion

□

fire

saf

ety

mea

sure

s, e

g c

onst

ruct

ion,

equip

men

t, a

ctio

ns

4.7

det

erm

ine

spec

ialis

t ad

vice

to

support

the

asse

ssm

ent,

wher

e fa

ctors

influen

cing r

isk

are

outs

ide

of

ow

n p

erso

nal

lev

el o

f ex

per

tise

□

spec

ialis

t ad

vice

to s

upport

ass

essm

ent,

eg s

ubje

ct m

atte

r ex

per

t,

legis

lation,

loca

l au

thority

, lo

cal fire

auth

ority

□

fact

ors

influen

cing r

isk,

eg n

ature

of

the

haz

ard invo

lved

, pote

ntial

im

pac

t of

haz

ard,

asso

ciat

ed lev

el o

f risk

□

ow

n p

erso

nal

lev

el o

f ex

per

tise

, eg

role

, qual

ific

atio

ns,

exp

erie

nce

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

13

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.8

as

sess

the

impac

t of

the

pro

pose

d p

lans

on e

xist

ing f

ire

safe

ty a

rran

gem

ents

when

al

tering o

r ad

apting p

rem

ises

□

asse

ssm

ent

skill

s, e

g g

ather

info

rmat

ion,

gat

her

evi

den

ce,

mak

e dec

isio

ns

bas

ed o

n e

viden

ce g

ather

ed,

report

dec

isio

ns

□

impac

t, e

g e

ffec

t

□

fire

saf

ety

arra

ngem

ents

, eg

con

stru

ctio

n,

equip

men

t, a

ctio

ns

□

alte

ring,

eg e

xten

din

g,

chan

gin

g inte

rnal

lay

out,

chan

ge

of

use

, ch

ange

of

pre

mis

es c

onte

nts

□

adap

ting,

eg c

han

ge

of

use

, ch

ange

in p

rem

ises

conte

nts

□

pre

mis

es,

eg iden

tified

build

ing a

nd e

nvi

ronm

ent

5.1

det

erm

ine

the

clas

sifica

tions

and

spec

ific

atio

ns

of

the

pro

pose

d

mat

eria

ls

□

clas

sifica

tions

of

mat

eria

ls a

nd s

ubse

quen

t updat

es,

eg s

truct

ura

l,

dec

ora

tive

, m

asonry

, m

etal

s, w

oods,

pla

stic

s, t

her

mal

and m

ois

ture

pro

tect

ion,

doors

, w

indow

s, f

inis

hes

, sp

ecia

ltie

s, e

quip

men

t,

furn

ishin

gs,

mec

han

ical

, el

ectr

ical

□

spec

ific

atio

ns

of

mat

eria

ls a

nd s

ubse

quen

t updat

es,

eg d

escr

iptive

dat

a, s

tatist

ics,

BS 4

76-4

:1970

5

Be

able

to e

valu

ate

pla

nned

use

of

mat

eria

ls a

nd t

hei

r ef

fect

iven

ess

5.2

as

sess

the

risk

s, a

dva

nta

ges

and

dis

adva

nta

ges

of m

ater

ial ty

pe,

m

ethod o

f use

and inte

nded

lo

cation

□

asse

ssm

ent

skill

s, e

g g

ather

info

rmat

ion,

gat

her

evi

den

ce,

mak

e dec

isio

ns

bas

ed o

n e

viden

ce g

ather

ed,

report

dec

isio

ns

□

adva

nta

ges

of

mat

eria

l ty

pe,

eg a

bili

ty t

o r

esis

t ig

nitio

n,

abili

ty n

ot

to

tran

sfer

hea

t, a

bili

ty t

o c

onta

in f

ire

gas

es

□

dis

adva

nta

ges

of

mat

eria

l ty

pes

, eg

hig

h p

ote

ntial

to r

elea

se t

oxi

c gas

es,

rele

ase

fire

gas

es,

pote

ntial

to e

xplo

de

and im

plo

de

on

exposu

re t

o h

eat

and f

ire

□

met

hod o

f use

, eg

str

uct

ura

l, d

ecora

tive

, sp

ecia

list

□

inte

nded

loca

tion,

eg e

xter

nal

, in

tern

al,

expose

d,

encl

ose

d

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

13

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

re

port

cle

arly

and in d

etai

l to

en

able

under

stan

din

g b

y al

l re

cipie

nts

□

report

ing s

kills

, eg

ver

bal

, w

ritt

en,

elec

tronic

, la

nguag

e su

itab

ility

for

audie

nce

, le

gib

ility

, gra

mm

ar,

spel

ling,

fit

for

purp

ose

□

enab

ling u

nder

stan

din

g,

eg lan

guag

e use

, ap

pro

priat

e fo

rmat

□

reci

pie

nts

, eg

inte

rnal

, ex

tern

al,

pro

fess

ional

, non-p

rofe

ssio

nal

, le

gal

6.2

re

port

acc

ura

tely

, in

agre

ed

form

at a

nd w

ithin

the

agre

ed

tim

esca

le

□

report

ing s

kills

, eg

ver

bal

, w

ritt

en,

elec

tronic

, la

nguag

e su

itab

ility

for

audie

nce

, le

gib

ility

, gra

mm

ar,

spel

ling,

fit

for

purp

ose

□

agre

ed f

orm

at,

eg v

erbal

, w

ritt

en, el

ectr

onic

, st

andar

d p

ro f

orm

a,

report

□

agre

ed t

imes

cale

, eg

leg

al t

imef

ram

es,

neg

otiat

ed

6.3

m

ake

reco

mm

endat

ions

for

furt

her

act

ion b

ased

on t

he

resu

lts

of

asse

ssm

ent

□

reco

mm

endat

ions,

eg s

pec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e bound,

reco

rded

□

resu

lts

of

asse

ssm

ent,

eg judgem

ent

dec

isio

n b

ased

on r

isk

asse

ssm

ent

6.4

in

dic

ate

whet

her

pla

ns

com

ply

w

ith c

urr

ent

legis

lation,

stan

dar

ds

and c

om

pan

y polic

y

□

pla

ns,

eg a

rchitec

t’s

pla

ns,

build

er’s

pla

ns

□

curr

ent

legis

lation a

nd s

ubse

quen

t updat

es,

eg B

uild

ing

Reg

ula

tions:

2010 (

Part

s A-P

)

□

stan

dar

ds

and s

ubse

quen

t updat

es,

eg B

ritish

Sta

ndar

ds

BS

9999:2

008,

BS 7

974:2

001

□

com

pan

y polic

y, e

g F

ire

Ris

k Ass

essm

ent

reco

rd

6

Be

able

to r

eport

on r

isks

with

reco

mm

endat

ions

to s

upport

ap

pro

priat

e risk

re

duct

ion

mea

sure

s, f

ire

pre

cautions

and

mai

nte

nan

ce

routines

6.5

ad

vise

on a

ctio

n r

equired

to

mee

t le

gal

and s

tatu

tory

re

quirem

ents

□

advi

sing s

tyle

, eg

info

rmal

, fo

rmal

, le

gal

□

action r

equired

, eg

advi

sory

, co

mplia

nce

req

uirem

ent

□

legal

req

uirem

ents

and s

ubse

quen

t updat

es,

eg B

uild

ing

Reg

ula

tions:

2010 (

Part

s A-P

)

□

stat

uto

ry r

equirem

ents

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

14

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.6

ad

vise

on t

he

implic

atio

ns

of

non-c

om

plia

nce

with f

ire

safe

ty

requirem

ents

□

advi

sing s

tyle

, eg

info

rmal

, fo

rmal

, le

gal

□

implic

atio

ns,

eg r

isk

to p

eople

, build

ing,

conte

nts

, en

viro

nm

ent,

leg

al

□

fire

saf

ety

requirem

ents

, eg

Build

ing R

egula

tions:

2010,

British

Sta

ndar

ds

9999:2

008,

BS 7

974:2

001,

Fire

Ris

k Ass

essm

ent

6.7

sp

ecify

any

chan

ges

req

uired

to

achie

ve c

om

plia

nce

□

re

quired

chan

ges

, eg

ris

k re

duct

ion m

easu

res,

fire

pre

cautions,

m

ainte

nan

ce r

outines

□

com

plia

nce

, eg

Build

ing R

egula

tions:

2010,

British

Sta

ndar

ds

9999:2

008,

BS 7

974:2

001,

Fire

Ris

k Ass

essm

ent

reco

rd


141


Delivery


When delivering learning outcome 1, learners should be given access to a range of relevant regulations, codes of practice and guidance that has been produced in relation to building construction and alteration, as suggested in the unit amplification. Delivery of this outcome may be enhanced through the use of guest speakers from the building industry or building control officers from the local authority to show how these requirements can influence the review of fire safety matters relating to construction. This will also support learners to develop their understanding of the legislative framework and mechanisms of enforcement that relate to this topic.

Learning outcome 2 focuses on the procedures and processes used to review fire safety matters. Within the delivery of this outcome learners will need to understand who professionals involved in reviewing fire safety have to work with, and how to access specialist support, advice and information. They will need the opportunity to develop evaluative skills in relation to risk assessment. Case studies of best practice and weaker examples of risk assessments would help learners develop their understanding and ability to evaluate. They will then be able to evaluate the risk assessments and the potential impact of the proposed construction or alterations on the fire safety systems.

It is important that delivery of learning outcome 3 develops learners’ theoretical understanding of the impact of building materials on fire safety. Learners should be given the opportunity to review the classification, specification and limitations of building materials, as indicated in the unit amplification. The use of case studies or desktop exercises would allow learners to see the compatibility of different materials in different situations, and develop the skills necessary to analyse methods used to test materials. Case studies will help learners develop their understanding of how selecting materials for use in inappropriate locations or scenarios and the quality of construction can affect fire safety in a building.

Learning outcome 4 will allow learners to apply their knowledge and understanding developed in this unit to practical situations. Formative opportunities should be provided and this may be through the use of case studies, role-play scenarios or table-top exercises. Learners should be given the opportunity to develop their understanding of available sources of information when evaluating proposals in relation to fire risks in construction design. They need to understand the importance of effective research when undertaking the evaluation. It may be useful to revisit the knowledge attained for learning outcome 1 in relation to national and international building standards. The learning outcome then moves on to develop learners’ ability to make decisions in relation to validity of fire strategy based on available information, and to identify risks that are not adequately controlled and to propose control measures to manage the risks effectively. Learners will need to practise their assessment and evaluation skills, particularly in relation to the adequacy of fire safety measures and the impact of proposed alterations on existing arrangements. Learners will need access to specialist advice to support assessments if the factors that influence risk are outside their own expertise.


142

For learning outcome 5 the use of case studies and desktop scenarios will help learners develop their evaluation skills. By examining a range of plans, they will be able to develop their understanding of the effectiveness of a range of materials and how they may be used. It will also develop their evaluation skills.

When delivering learning outcome 6 it is important to develop learners’ written and verbal reporting skills and their understanding of the importance of making sure reports are accessible to all. They need to learn the impact that selecting an inappropriate format or using specialist terminology can have when reporting on risks. Learners should be given the opportunity to examine a range of reports to see how recommendations should be made. The tutor should develop learners’ use of SMART targets as suggested in the unit amplification. Through examining a variety of architect’s and builder’s plans, learners will be able to develop an understanding of what does and doesn’t comply with current legislation and standards. Delivery should also cover the various advising styles to show how different styles may be used with different audiences, and for different actions. A range of risks in relation to people, buildings, contents and the environment should be shown to learners to help them understand the implications of non-compliance with fire safety requirements. This will also enhance the delivery of options available when specifying the changes needed to achieve compliance.

Assessment




When assessing AC1.1 it is important that learners are able to provide a clear summary of the regulations, codes of practice and guidance associated with building construction or alteration, with reference to both national and international standards. There must be evidence here of the main points and essential features of each item summarised. Learners also need to summarise the factors that influence the selection of regulations, codes of practice and guidance associated with specific design, construction or alteration plans to achieve AC1.2. The evidence for the previous two assessment criteria will inform the evidence for AC1.3, where learners should explain the legislative framework and enforcement mechanisms. The evidence here should be more detailed than a description, and should give reasons why the legislation and enforcement mechanisms are in place, with examples.

For AC2.1 learners need to explain the steps that should be taken to work with others in relation to fire safety. A satisfactory level of fire safety should be taken as one which achieves compliance with regulations and standards required for the proposed construction. AC2.2 requires learners to show how to access sources of specialist support, advice and information. It would be expected here that a range of sources would be discussed, in particular at least one source of specialist support, one of specialist advice and one of specialist information. AC2.3 requires learners to evaluate the application of methodologies, tools and techniques for risk assessment. In order to achieve this learners are expected to review a range of methods, bringing together the information to form a conclusion and providing evidence to support each of their views or statements. For AC2.4 learners should also use these skills to evaluate a proposed construction or alteration, showing how this might impact on existing fire safety systems during and after implementation.


143

It may be appropriate to use case study analysis to assess learning outcome 3. AC3.1 requires learners to explain the classifications, specifications and limitations of building materials and how they are used in a fire safety review. For AC3.2 learners need to review a range of building materials in relation to fire safety, and clarify the interaction and compatibility of the different materials under various circumstances such as exposure to temperature ranges or humidity. AC3.3 requires evidence of analysis to be submitted in relation to the testing methods and limitations of the materials discussed in AC3.2. The analysis should show how the different factors are related and how they contribute to the interaction or compatibility of the materials being tested. For AC3.4 learners need to explain how and why the inappropriate selection, use, location and interaction of materials can affect the fire performance of the building. Learners then need to explain how and why the quality of construction can impact on this to achieve AC3.5.

Learning outcomes 4 and 5 may be assessed through the use of a given case study, desktop scenario or from the workplace environment which allows learners to apply the knowledge gained through the study of this unit in a realistic scenario. It is important that any chosen exercise is sufficiently detailed as to allow learners to fully meet the requirements of the outcomes. AC4.1 requires learners to show how they obtained information from a range of sources to enable them to evaluate the proposals. For AC4.2 they need to assess the information to confirm the risks associated with the proposals. It is important that they clearly identify the type, range and level of risk. For AC4.3 learners must assess the proposal against national and international standards. They must give careful consideration to all the factors that apply and identify which are the most important or relevant. Learners should then consider the fire strategy that has been proposed and identify the risk(s) that have not been adequately controlled to achieve AC4.4, with a list of the main features as to why they have not been controlled. Evidence for AC4.5 will follow on from that for AC4.4, with learners proposing control measures for the risks identified, and establishing that they are sufficient and fit for purpose. To achieve AC4.6, learners may be provided with an updated case study or additional information for the desktop scenario which requires them to assess the adequacy of the fire safety measures. When reviewing the case study or exercise and to achieve AC4.7, learners should show how and where they can obtain specialist advice to support their assessment when the factors which may influence the risk fall outside their own level of expertise. AC4.8 may require an additional case study analysis or desktop scenario which considers plans in relation to an alteration or adaptation of premises. Learners need to assess the impact these plans may have on the existing fire safety arrangements for the building.

When considering the information in the case study used for learning outcome 4, it may be possible for learners to produce evidence for learning outcome 5. For AC5.1 learners should determine the classifications and specifications of proposed materials. This can be extended to produce evidence for AC5.2, in which learners need to assess the material in relation to risks, advantages and disadvantages. Again here there must be evidence that learners have carefully considered all the factors, and identified the most important.

For learning outcome 6 learners may prepare a report on the risks identified in the case study used for learning outcomes 4 and 5. This report may be written or in the form of a presentation. AC6.1 requires the report to be prepared in an appropriate format as agreed with the assessor, and for the report to contain sufficient detail and clarity for it to be understood by all recipients. The assessor must inform learners of the purpose and intended audience of the report. To achieve AC6.2 the report must be accurate, in the agreed format and submitted within an agreed


144

timescale. The report must contain specific recommendations in relation to the assessment undertaken in learning outcomes 4 and 5 in order to achieve AC6.3. AC6.4 requires learners to indicate how the plan complies with current legislation and standards. Areas of non-compliance must also be identified, supported by reference to the correct standards or legislation. For AC6.5 the report should advise on any action required to ensure that legal and statutory requirements are met and, for AC6.6, advise on the implications of non-compliance with the fire safety requirements. To achieve AC6.7, there must be clear indication of changes needed to achieve compliance and why, again referring appropriately to legislation and standards.


Documents











BRE 368 Design methodologies for smoke and heat exhaust ventilation

www.brebookshop.com/details.jsp?id=664



BS 5839-9:2011 Fire detection and fire alarm systems for buildings. Code of practice


BS EN 12845:2004+A2:2009 Fixed firefighting systems. Automatic sprinkler systems. Design, installation and maintenance


BS EN 12101-6:2005 Smoke and heat control systems. Specification for pressure differential systems






















145

Unit 13: Work in partnership to minimise risks to the community

Unit reference number: F/503/3406

QCF level: 4

Credit value: 4


Unit aim

This unit is about the management and coordination, liaison with stakeholders and implementation of action to improve fire safety and community safety. As well as a community that is served by a Fire and Rescue Service, the community can be specific to those who work or use specific environments such as airports, docks and ports, industrial sites, railways etc.



NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of partnership work in the community.

Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

14

6

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in t

he

princi

ple

s of

fire

and

com

munity

safe

ty

□

princi

ple

s of

fire

and c

om

munity

safe

ty,

eg p

reca

utions

and

activi

ties

tak

en t

o p

reve

nt

or

reduce

the

likel

ihood o

f a

fire

that

may

re

sult in d

eath

, in

jury

, or

pro

per

ty d

amag

e, a

lert

ing t

hose

in a

st

ruct

ure

to t

he

pre

sence

of

an u

nco

ntr

olle

d f

ire,

enab

ling t

hose

th

reat

ened

by

a fire

to s

urv

ive,

fire

dam

age

reduct

ion

1.2

ex

pla

in t

he

range

of

tools

av

aila

ble

to o

bta

in f

ire

and

com

munity

safe

ty info

rmat

ion

□

tools

ava

ilable

, eg

Fire

Ris

k Ass

essm

ent

reco

rds,

arc

hitec

t’s

pla

ns,

build

ing p

lans,

loca

l an

d n

atio

nal

dat

abas

es (

eg M

osa

ic),

loca

l au

thority

rec

ord

s (e

lect

ora

l ro

ll),

loca

l co

mm

unity

reco

rds

(com

munity

gro

ups)

□

fire

and c

om

munity

safe

ty info

rmat

ion,

eg b

uild

ing c

onst

ruct

ion,

purp

ose

, co

nte

nts

, occ

upan

cy,

com

munity

dem

ogra

phic

s (n

um

ber

s,

loca

tions)

1.3

ex

pla

in t

he

org

anis

atio

nal

polic

y an

d w

ork

ing p

ract

ice

in r

elat

ion

to f

ire

and c

om

munity

safe

ty

□

org

anis

atio

nal

polic

y an

d w

ork

ing p

ract

ices

, eg

what

act

ivitie

s ar

e under

take

n a

nd w

hy,

the

role

car

ryin

g o

ut

the

activi

ties

and w

hy

1

Under

stan

d

requirem

ents

for

work

ing in

par

tner

ship

to

min

imis

e risk

s to

th

e co

mm

unity

1.4

an

alys

e th

e st

akeh

old

ers

invo

lved

in f

ire

and c

om

munity

safe

ty a

nd t

hei

r ro

les

and

resp

onsi

bili

ties

□

stak

ehold

ers,

eg o

wner

s, o

ccupie

rs,

emplo

yers

, ar

chitec

ts,

build

ers,

lo

cal au

thorities

, co

mm

unity

gro

ups,

indiv

idual

s in

the

com

munity

□

role

s an

d r

esponsi

bili

ties

, eg

leg

al (

com

plia

nce

with c

urr

ent

build

ing

regula

tions,

curr

ent

fire

saf

ety

legis

lation a

nd r

elev

ant

updat

es),

m

ora

l (r

esponsi

bili

ties

to a

ct a

s ro

le m

odel

s, p

rovi

de

evid

ence

of

bes

t pra

ctic

e)

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

14

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

su

mm

aris

e th

e obje

ctiv

es a

nd

com

ponen

ts o

f sa

fety

educa

tion

in t

he

com

munity

□

obje

ctiv

es,

eg g

oal

s, r

equired

outc

om

es,

targ

ets

□

com

ponen

ts,

eg p

rovi

sion o

f in

form

atio

n,

advi

ce a

nd g

uid

ance

, dem

onst

ration o

f sa

fety

act

ivitie

s to

ach

ieve

obje

ctiv

es

1.6

ex

pla

in t

he

curr

ent

safe

ty

pro

gra

mm

es a

nd a

ctiv

itie

s an

d

thei

r purp

ose

□

safe

ty p

rogra

mm

es a

nd a

ctiv

itie

s, e

g n

atio

nal

cam

pai

gns

(cooki

ng

fire

saf

ety,

sm

oke

ala

rms)

, lo

cal ca

mpai

gns

(work

ing w

ith v

uln

erab

le

gro

ups)

□

purp

ose

, eg

to p

reve

nt

or

reduce

the

likel

ihood o

f a

fire

that

may

re

sult in d

eath

, in

jury

, pro

per

ty d

amag

e, a

lert

those

in a

str

uct

ure

to

the

pre

sence

of

an u

nco

ntr

olle

d f

ire,

enab

le t

hose

thre

aten

ed b

y a

fire

to s

urv

ive,

red

uce

fire

dam

age

1.7

ev

aluat

e th

e cr

itic

al r

isks

within

th

e co

mm

unity

and a

ssoci

ated

co

ntr

ol m

easu

res

□

critic

al r

isks

, eg

fire

rela

ted d

eath

, in

jury

□

eval

uat

ion m

ethods,

eg g

ather

ing info

rmat

ion,

anal

ysin

g info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

□

contr

ol m

easu

res,

eg e

duca

tion,

info

rmat

ion,

advi

ce a

nd g

uid

ance

, pro

visi

on o

f sm

oke

ala

rms

for

priva

te d

wel

lings,

nat

ional

leg

isla

tion

(Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005)

1.8

ex

pla

in h

ow

to p

rioritise

co

mm

unity

safe

ty initia

tive

s □

how

to p

rioritise

, eg

ran

k, c

arry

out

acco

rdin

g t

o im

pac

t on

vuln

erab

le g

roups,

red

uci

ng inci

den

ce o

f risk

s, c

ost

-ben

efit

□

com

munity

safe

ty initia

tive

s, e

g n

atio

nal

cam

pai

gns

(cooki

ng f

ire

safe

ty,

smoke

ala

rms

etc)

, lo

cal ca

mpai

gns

(work

ing w

ith v

uln

erab

le

gro

ups)

1.9

ex

pla

in h

ow

to k

eep a

div

erse

co

mm

unity

bet

ter

invo

lved

and

info

rmed

□

div

ersi

ty a

war

enes

s, e

g k

now

ledge

of

com

munity

gro

ups,

age,

rac

e,

gen

der

, re

ligio

us

bel

iefs

, cu

ltura

l bel

iefs

, se

xual

ity,

dis

abili

ty

□

how

to invo

lve,

eg d

evel

op o

rgan

isat

ional

str

ateg

ies,

polic

ies

and

pro

cedure

s, e

ngag

emen

t ac

tivi

ties

(pre

senta

tions,

dem

onst

rations

and d

iscu

ssio

ns

to c

om

munity

gro

ups)

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

14

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

ev

aluat

e in

form

atio

n o

n s

afet

y fr

om

rel

evan

t st

akeh

old

ers

□

stak

ehold

ers,

eg o

wner

s, o

ccupie

rs,

emplo

yers

, ar

chitec

ts,

build

ers,

lo

cal au

thorities

, co

mm

unity

gro

ups,

indiv

idual

s in

the

com

munity

□

eval

uat

ion m

ethods,

eg g

ather

ing info

rmat

ion,

anal

ysis

of

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

□

info

rmat

ion,

eg c

om

munity

haz

ards

(ars

on d

ata,

tra

ffic

colli

sion

‘bla

ck s

pots

’)

2.2

ag

ree

role

s an

d r

esponsi

bili

ties

fo

r im

pro

ving s

afet

y, b

ased

on a

risk

ass

essm

ent

of

com

munity

nee

ds

□

seek

ing a

nd s

ecuring a

gre

emen

t, e

g c

om

munity

par

tner

ship

s,

serv

ice/

par

tner

ship

lev

el a

gre

emen

ts

□

role

and r

esponsi

bili

ties

, eg

leg

al (

com

plia

nce

with c

urr

ent

build

ing

regula

tions,

curr

ent

fire

saf

ety

legis

lation a

nd r

elev

ant

updat

es),

m

ora

l (r

esponsi

bili

ties

to a

ct a

s ro

le m

odel

s, p

rovi

de

evid

ence

of

bes

t pra

ctic

e)

□

risk

ass

essm

ent,

eg h

azar

d iden

tifica

tion,

likel

ihood o

f haz

ard

causi

ng a

dan

ger

ous

occ

urr

ence

, im

pac

t th

at it

would

hav

e

□

com

munity

nee

ds,

eg r

equirem

ents

of

com

munity

bas

ed o

n

info

rmat

ion g

ather

ing f

rom

within

the

com

munity,

invo

lvin

g a

ll as

pec

ts o

f th

e co

mm

unity,

anal

ysis

of

the

info

rmat

ion,

dec

isio

ns

bas

ed o

n t

he

anal

ysis

2

Be

able

to lia

ise

with s

take

hold

ers

to im

pro

ve s

afet

y in

the

com

munity

2.3

ag

ree

cohes

ive

pro

gra

mm

es f

or

safe

ty w

hic

h a

re r

ealis

tic,

ac

hie

vable

and r

elev

ant

to

iden

tified

ris

ks

□

seek

ing a

nd s

ecuring a

gre

emen

t, e

g c

om

munity

par

tner

ship

s,

serv

ice/

par

tner

ship

lev

el a

gre

emen

ts

□

pro

gra

mm

es,

eg n

atio

nal

cam

pai

gns

(cooki

ng f

ire

safe

ty,

smoke

al

arm

s),

loca

l ca

mpai

gns

(work

ing w

ith v

uln

erab

le g

roups)

□

real

istic,

ach

ieva

ble

and r

elev

ant,

eg r

esourc

e re

quirem

ents

to

succ

eed w

ith t

he

des

ired

outc

om

e(s)

that

pro

vide(

s) t

he

required

risk

contr

ol m

easu

res,

within

the

avai

lable

budget

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

14

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

se

cure

com

mitm

ent

from

st

akeh

old

ers

for

the

imple

men

tation o

f ag

reed

pro

gra

mm

es

□

stak

ehold

ers,

eg o

wner

s, o

ccupie

rs,

emplo

yers

, ar

chitec

ts,

build

ers,

lo

cal au

thorities

, co

mm

unity

gro

ups,

indiv

idual

s in

the

com

munity

□

met

hods

to s

ecure

com

mitm

ent,

eg c

olla

bora

tive

work

ing g

roups

with s

ervi

ce a

gre

emen

ts

2.5

es

tablis

h a

ctiv

e co

mm

unic

atio

n

and t

he

exch

ange

of

info

rmat

ion

to p

rom

ote

a c

ulture

of

continuous

impro

vem

ent

□

how

to e

stab

lish a

ctiv

e co

mm

unic

atio

n,

eg c

reat

ing,

mai

nta

inin

g,

continual

com

munic

atio

n t

hat

rec

ognis

es,

ackn

ow

ledges

, re

sponds,

re

plie

s

□

effe

ctiv

e ex

chan

ge

of

info

rmat

ion,

eg v

erbal

, w

ritt

en,

elec

tronic

□

how

to e

stab

lish a

culture

of

continuous

impro

vem

ent,

eg c

reat

ing a

sh

ared

bel

ief

and v

alue

of

alw

ays

mak

ing t

hin

gs

bet

ter

2.6

pro

mote

pla

ns,

tim

esca

les

and

obje

ctiv

es f

or

safe

ty a

ctiv

itie

s w

hic

h inte

gra

te w

ith b

road

er

com

munity

pla

ns

□

pro

mote

, eg

support

, en

coura

ge

□

bro

ader

com

munity

pla

ns,

eg loc

al a

uth

ority

pla

ns

(educa

tion,

child

ren’s

ser

vice

s, s

oci

al s

ervi

ces,

tra

nsp

ort

), C

om

munitie

s an

d

Loca

l G

ove

rnm

ent

(CLG

) pla

ns

3

Be

able

to

imple

men

t ac

tion

to im

pro

ve

com

munity

safe

ty

3.1

pro

mote

the

ben

efits

of

active

co

llabora

tion o

n s

afet

y is

sues

to

achie

ve c

om

mitm

ent

and

invo

lvem

ent

□

how

to p

rom

ote

, eg

support

, en

coura

ge

□

ben

efits,

shar

ing c

ost

and r

esourc

es,

impro

ved im

pac

t, c

utt

ing

duplic

atio

n o

f tim

e, r

educt

ion in indiv

idual

org

anis

atio

nal

eff

ort

re

quirem

ents

, w

ider

cove

rage

□

active

colla

bora

tion,

eg s

etting u

p o

r in

volv

emen

t in

work

ing g

roups

with o

ther

agen

cies

, au

thorities

, st

akeh

old

ers

□

achie

ving c

om

mitm

ent

and invo

lvem

ent,

eg iden

tify

ing r

ole

s,

resp

onsi

bili

ties

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

15

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

ag

ree

mea

sure

s an

d m

ethods

to

eval

uat

e sa

fety

act

ivitie

s □

how

to a

gre

e, e

g s

trat

egie

s to

rea

ch a

gre

emen

t, d

raw

up

colla

bora

tive

pla

ns

and a

ctio

ns

□

mea

sure

s an

d m

ethods

of

eval

uat

ion,

eg g

ather

ing info

rmat

ion,

anal

ysis

of

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

, re

cord

ing o

f dec

isio

ns

□

safe

ty a

ctiv

itie

s, e

g n

atio

nal

cam

pai

gns

(cooki

ng f

ire

safe

ty,

smoke

al

arm

s),

loca

l ca

mpai

gns

(work

ing w

ith v

uln

erab

le g

roups)

3.3

co

nfirm

the

role

s,

resp

onsi

bili

ties

, obje

ctiv

es a

nd

tim

esca

les

for

agre

ed a

ctiv

itie

s

□

confirm

, eg

auth

entica

te a

nd v

alid

ate

thro

ugh w

ritt

en a

gre

emen

ts

(role

des

crip

tions,

ser

vice

lev

el a

gre

emen

ts)

□

role

s, e

g f

unct

ions,

jobs,

tas

ks

□

resp

onsi

bili

ties

, eg

acc

ounta

bili

ties

, duties

, dep

endab

ilities

□

obje

ctiv

es,

eg p

urp

ose

, goal

(s)

□

tim

esca

les,

eg d

eadlin

es,

short

, m

ediu

m,

long t

erm

3.4

co

nfirm

the

avai

labili

ty o

f ag

reed

re

sourc

es t

o s

upport

im

ple

men

tation,

monitoring a

nd

revi

ew

□

reso

urc

e re

quirem

ents

, eg

phys

ical

, fu

ndin

g,

tim

e, s

taff

ing

□

confirm

ing a

gre

emen

t, e

g info

rmal

(ve

rbal

), f

orm

al m

ethods

(booki

ng r

esourc

es,

writt

en a

gre

emen

ts)

3.5

im

ple

men

t ag

reed

pro

gra

mm

es

within

agre

ed t

imes

cale

s □

how

to im

ple

men

t pro

gra

mm

es,

eg iden

tify

ing t

he

targ

et a

udie

nce

, ac

tive

ly e

ngag

ing w

ith a

ll st

akeh

old

ers,

support

ing t

he

runnin

g o

f pro

gra

mm

es,

pro

vidin

g a

ppro

priat

e to

ols

, m

anag

ing b

udget

s,

eval

uat

ing,

shar

ing lea

rnin

g

□

tim

esca

les,

eg s

hort

, m

ediu

m,

long t

erm

, dea

dlin

es

3.6

m

onitor

imple

men

tation a

gai

nst

ag

reed

rev

iew

mea

sure

s □

how

to m

onitor

pro

gra

mm

e im

ple

men

tation

□

revi

ew m

easu

res,

eg s

ourc

es o

f ev

iden

ce f

or

revi

ew,

info

rmat

ion

anal

ysis

, ev

aluat

ing a

gai

nst

agre

ed r

evie

w m

easu

res

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

15

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.7

id

entify

sourc

es o

f ad

vice

and

support

to m

anag

e an

y difficu

ltie

s th

at a

rise

during

imple

men

tation

□

sourc

es o

f ad

vice

and s

upport

, eg

ow

n lin

e m

anag

emen

t an

d p

eers

, ex

per

t re

sourc

es,

inte

rnet

bas

ed r

esourc

es,

legis

lation

□

det

erm

inin

g t

he

suitab

ility

/appro

priat

enes

s of

sourc

es,

eg c

onfirm

ing

valid

ity,

auth

entici

ty,

relia

bili

ty,

curr

ency

, su

ffic

iency

3.8

re

port

on t

he

resu

lts,

ef

fect

iven

ess

and s

uffic

iency

of

safe

ty a

ctiv

itie

s

□

report

, eg

ver

bal

, w

ritt

en,

elec

tronic

, fo

rmal

, in

form

al

□

resu

lts,

effec

tive

nes

s an

d s

uffic

iency

, eg

dat

a gat

her

ing,

outc

om

es,

conse

quen

ces,

pro

duct

s

3.9

re

com

men

d m

ethods

and a

ctio

n

to im

pro

ve f

utu

re s

afet

y ac

tivi

ties

□

reco

mm

end,

eg f

orm

al,

info

rmal

, w

ritt

en,

verb

al,

appro

priat

e use

of

languag

e fo

r ta

rget

audie

nce

□

met

hods

and a

ctio

n t

o im

pro

ve,

eg p

roce

sses

(re

view

, as

sess

men

t,

eval

uat

ion,

shar

ing lea

rnin

g),

fac

tors

aff

ecting a

ctiv

itie

s (s

tren

gth

s of

com

munity

gro

ups

and s

take

hold

ers,

com

mitm

ent

of

role

hold

ers,

re

sourc

e dem

and,

reso

urc

e use

, budget

lim

its)


152


Delivery


When planning the delivery of learning outcome 1, centres will need to consider the principles of fire and community safety and how these are met when working in partnership to minimise risks. Learners should be given access to a range of resources in relation to obtaining community safety information, including risk assessment pro formas, plans and electoral rolls. It is important that learners have opportunities to examine the effectiveness of these in order to explain then when being assessed. Delivery of this outcome will be enhanced through the use of guest speakers or visits to local community groups in order for learners to develop their understanding of the objectives of community safety organisations, and how these relate to the goals of community safety education programmes in the community. This will allow them to develop sufficient understanding to go on to evaluate the programmes in relation to critical risks.

Delivery of learning outcome 2 will build upon the experience and knowledge developed in learning outcome 1, as it will allow learners to interact with stakeholders. Delivery may be linked to that of learning outcome 1, for example agreeing roles and responsibilities for improving safety may be developed or enhanced through the guest speakers and visits. Role play or scenario-based learning experiences should be planned into the delivery of this learning outcome to develop learners’ practical skills.

Learning outcome 3 will require theoretical input as to methods used to promote the benefits of collaboration on safety issues. It is important that learners develop a clear understanding of these benefits as well as how to promote them. In addition, learners will need to examine a number of methods of evaluating safety activities before choosing the ones to be used. The remainder of the unit may be delivered through examination of case studies, formative role plays and scenario-based activities that allow learners to practically apply their knowledge.

Assessment




For AC1.1, learners must explain the principles of fire and community safety. This requires a deeper level of knowledge than a description, and learners need to set out the principles in detail, supported with examples. It may be useful if they start by introducing the principles and then move on to the how and why.

AC1.2 requires learners to explain a range of tools available to obtain fire and safety information, including risk assessment records, plans, databases and local records.


153

For AC1.3 learners may explain the policies and working practices of any organisation in relation to fire and community safety. It is not sufficient simply to identify these policies and practices; an explanation is required which details of what is carried out and why.

For AC1.4, learners need to analyse the stakeholders involved, including their roles and responsibilities and how they link to each other and fire and community safety. Again here a list of stakeholders with their roles and responsibilities is insufficient.

AC1.5 requires learners to provide evidence of the main points of the objectives and components of safety education in the community. The summary should contain more than a list, and must include the essential features of the safety education covered.

This may link to AC1.6, which requires learners to explain the safety programmes and activities, including both national and local campaigns and reasons for the programmes and activities.

AC1.7 requires learners to select evaluation method(s) and use them to evaluate the critical risks that exist within the community and the control measures that are in place. There must be clear evidence of evaluative comments.

AC1.8 requires learners to examine a number of community safety initiatives and explain how to prioritise them, showing the reasons for their choices.

For AC1.9 learners need to reflect on their learning and explain how a diverse community can be kept better informed, providing examples and reasons for the methods they suggest.

Learning outcome 2 requires learners to apply knowledge that they have gained within the study of the unit. The assessment of this outcome may take place in a scenario-based activity, a role play, another practical exercise or in the workplace. Evidence may be in the form of witness testimony and observation records, but these should be accompanied by supporting evidence.

To achieve AC2.1, learners need to gather information in relation to safety from stakeholders, and then evaluate it.

AC2.2 leads on from this, and requires evidence of agreement of roles and responsibilities based on the assessment of community needs. Within the evidence presented for this learning outcome, AC2.3 will be met through the agreement of cohesive safety programmes. The evidence for AC2.3 and 2.2 may be in the form of meeting minutes which show not only that agreement has been made, but how this was achieved.

There needs to be evidence of commitment for the implementation of the agreed programmes to achieve AC2.4.

AC2.5 requires learners to show how they have established active communication in order to promote continuous improvement. Learners need to communicate and exchange information successfully using a variety of means, such as verbal, written and electronic methods.

This will also support the evidence for AC2.6, which requires learners to show how they have promoted safety activities and how these integrate with broader plans in the community.

Again, learning outcome 3 requires the practical application of knowledge attained through the study of the unit. Assessment could be linked to the assessment of learning outcome 2, with a single practical exercise, scenario-based assessment, role play or workplace activity. AC3.1 requires learners to show that they have


154

considered a range of methods that can be used to promote collaboration on safety issues before selecting one to use. Learners need to show that they are promoting the benefits of collaboration and how this can achieve commitment and involvement from the community.

For AC3.2 learners need to establish the measures and methods that will be used to evaluate the activities. They are expected to justify the methods selected and make some reference to those considered but discounted.

Evidence for AC3.3 may be in the form of minutes of meetings or review documents that show how the roles, responsibilities, objectives and timescales were agreed by all involved.

Evidence for AC3.4 may be linked to that for AC3.3, and requires learners to show what resources are required as well as how they have confirmed their availability.

Evidence for AC3.5 and 3.6 may be linked and provided through witness statements or observation records with supporting evidence to show that the programmes have been implemented and monitored, ensuring that agreed timescales have been met and the agreed review measures have been used.

It may be that evidence for AC3.7 is naturally occurring as learners undertake the practical activity, as they may have to seek advice to manage difficulties. If this is not the case, the assessor could plan a scenario that requires advice and support and the learner’s response to this will provide the necessary evidence.

AC3.8 and 3.9 will be produced as a result of the reflection and review of the practical assessment activity undertaken. Evidence should include a formal summary of the results and effectiveness of the programme, with reference to data, outcomes and feedback from those involved. Learners also need to recommend methods and actions to improve similar programmes in the future.

If the practical activity undertaken for assessment of learning outcomes 2 and 3 is a group activity, the evidence must show how each learner met the requirements of the assessment criteria. If witness statements or observation records are used, it is important that they are individual to each learner, and that they are fully completed.


Documents

Dangerous Substances and Explosive Atmospheres Regulations 2002


Building Act 1984 www.legislation.gov.uk/ukpga/1984/55/section/59

Control of Major Accident Hazards Regulations 1999

www.hse.gov.uk/comah/

Environment Act 1995 www.legislation.gov.uk/ukpga/1995/25/contents

Environmental and Safety Information Act 1988

www.legislation.gov.uk/ukpga/1988/30/contents

Fire and Rescue Services Act 2004 www.legislation.gov.uk/ukpga/2004/21/pdfs/ukpga_20040021_en.pdf

http://www.legislation.gov.uk/ukpga/1984/55/section/59�


http://www.hse.gov.uk/comah/�

http://http//www.legislation.gov.uk/ukpga/1995/25/contents�


http://www.legislation.gov.uk/ukpga/2004/21/pdfs/ukpga_20040021_en.pdf�



155

Health and Safety at Work Act 1974 www.legislation.gov.uk/ukpga/1974/37/pdfs/ukpga_19740037_en.pdf

Management of Health and Safety at Work Regulations 1999




Reporting of Injuries, Diseases & Dangerous Occurrences Regulations 1995

www.legislation.gov.uk/uksi/1995/3163/introduction/made







http://http//www.legislation.gov.uk/uksi/1995/3163/introduction/made�



156

Unit 14: Support the management of risks at incidents


QCF level: 4

Credit value: 4


Unit aim

This unit is about fire safety specialists or site safety specialists advising and supporting the incident commander or person with the delegated responsibility of the incident commander at an incident. Learners will work at their personal level of responsibility and authority for providing advice and information, as well as progressing enforcement issues where relevant.



NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of the management of risks at incidents.

Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

15

7

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in m

ethods

and t

echniq

ues

fo

r gat

her

ing a

nd inte

rpre

ting

rele

vant

dat

a an

d a

ssoci

ated

in

form

atio

n

□

met

hods

and t

echniq

ues

, eg

site/

risk

vis

its,

pro

form

as,

mee

tings

with s

ite

safe

ty o

ffic

ers,

ver

bal

ques

tionin

g,

scru

tiny

and r

evie

w o

f oper

atio

nal

pla

ns

□

rele

vant

dat

a, e

g b

uild

ing c

onst

ruct

ion,

fire

saf

ety

equip

men

t, f

ire

safe

ty e

ngin

eering,

fire

saf

ety

routines

and inst

ruct

ions

□

asso

ciat

ed info

rmat

ion,

eg a

rchitec

t’s

pla

ns,

fire

risk

ass

essm

ent,

fire

safe

ty t

rain

ing r

ecord

s

1.2

ex

pla

in t

he

princi

ple

s an

d

met

hodolo

gy

for

risk

ass

essm

ent

and t

hei

r ap

plic

atio

n

□

princi

ple

s, e

g a

s la

id o

ut

in I

SO

31000:2

009

□

met

hodolo

gy,

eg c

reat

ing r

isk

pro

file

bas

ed o

n lik

elih

ood a

nd im

pac

t of

haz

ards

and r

isk

area

s of

the

inci

den

t

□

risk

ass

essm

ent,

eg iden

tifica

tion o

f haz

ard,

likel

ihood o

f haz

ard

causi

ng a

dan

ger

ous

occ

urr

ence

, im

pac

t th

at it

would

hav

e

□

applic

atio

n,

eg u

se o

f risk

pro

file

s an

d a

sses

smen

ts t

o im

ple

men

t co

ntr

ol m

easu

res

(use

of

extr

a re

sourc

es,

use

of

diffe

rent

fire

-fighting m

edia

, def

ensi

ve a

ctio

ns)

1

Under

stan

d

requirem

ents

for

support

ing t

he

man

agem

ent

of

risk

s at

inci

den

ts

1.3

cl

arify

how

to a

cces

s so

urc

es o

f re

leva

nt

info

rmat

ion,

incl

udin

g

consu

ltat

ion p

roce

dure

s re

lating

to s

afet

y at

multi-

agen

cy

inci

den

ts

□

sourc

es,

eg b

uild

ing p

lans,

fire

risk

ass

essm

ent,

build

ing r

egula

tions

consu

ltat

ion d

ocu

men

ts,

envi

ronm

enta

l (f

loodin

g,

fore

st f

ire)

fire

/em

ergen

cy p

lans

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

15

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

rele

vant

info

rmat

ion,

eg b

uild

ing c

onst

ruct

ion,

fire

saf

ety

equip

men

t,

fire

saf

ety

engin

eering,

fire

saf

ety

routines

and inst

ruct

ions,

Envi

ronm

ent

Agen

cy info

rmat

ion

□

consu

ltat

ion p

roce

dure

s, e

g p

lannin

g a

pplic

atio

ns

□

multi-

agen

cy,

eg f

ire,

polic

e, a

mbula

nce

, lo

cal au

thority

, Envi

ronm

ent

Agen

cy,

coas

tguar

d,

arm

ed f

orc

es

1.4

ex

pla

in m

ethods

for

the

pro

tect

ion o

f lif

e in

the

even

t of

an inci

den

t, incl

udin

g f

acili

ties

re

quired

to a

ssis

t fire

-fig

hte

rs

□

met

hods

for

the

pro

tect

ion o

f lif

e, e

g b

uild

ing c

onst

ruct

ion,

esca

pe

route

s, f

ire

suppre

ssio

n s

yste

ms,

fire

safe

ty e

quip

men

t, a

larm

sy

stem

s, e

vacu

atio

n p

roce

dure

s, b

espoke

engin

eere

d s

olu

tions

□

faci

litie

s to

ass

ist

fire

-fig

hte

rs,

eg b

uild

ing c

onst

ruct

ion,

fire

su

ppre

ssio

n s

yste

ms,

fire-

fighting e

quip

men

t, f

ixed

inst

alla

tions

1.5

ev

aluat

e m

ethods

to a

sses

s th

e pote

ntial

for

inci

den

ts t

hat

will

af

fect

org

anis

atio

nal

funct

ion

and p

roce

sses

for

the

occ

upan

cy

□

how

to e

valu

ate

met

hods,

eg m

ethods

that

may

be

use

d,

det

erm

inin

g s

tren

gth

s an

d w

eakn

esse

s of

met

hods,

anal

ysis

of

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

of

sele

ctio

n o

f ch

ose

n m

ethods

□

asse

ssin

g t

he

pote

ntial

, eg

how

to d

eter

min

e th

e lik

elih

ood o

f ef

fect

s ta

king p

lace

□

org

anis

atio

nal

funct

ion,

eg r

unnin

g o

f busi

nes

s, a

bili

ty t

o t

rade,

ab

ility

to o

ccupy/

live

in

□

org

anis

atio

nal

pro

cess

es,

eg o

utp

ut,

pro

duct

ion,

com

munic

atio

n

□

occ

upan

cy,

eg p

eople

, use

of

pre

mis

es

1.6

ex

pla

in t

he

import

ance

of

consi

der

ing b

usi

nes

s re

cove

ry in

the

even

t of

an inci

den

t w

hic

h

inte

rrupts

norm

al a

ctiv

ity

□

busi

nes

s re

cove

ry,

eg r

egai

n u

se/p

urp

ose

of

pre

mis

es,

to c

ontinue

trad

ing/p

roduci

ng/d

ealin

g/r

unnin

g

□

activi

ty,

eg n

ature

of

busi

nes

s, u

se o

f pre

mis

es

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

15

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

gat

her

info

rmat

ion r

elev

ant

to

an inci

den

t fr

om

all

avai

lable

so

urc

es

□

rele

vant

info

rmat

ion,

eg b

uild

ing c

onst

ruct

ion,

fire

saf

ety

equip

men

t,

fire

saf

ety

engin

eering,

fire

saf

ety

routines

and inst

ruct

ions,

Envi

ronm

ent

Agen

cy info

rmat

ion

□

avai

lable

sourc

es,

eg b

uild

ing p

lans,

fire

risk

ass

essm

ent,

site

spec

ific

ris

k in

form

atio

n,

site

saf

ety

spec

ialis

ts

2.2

es

tablis

h iden

tities

of

key

per

sons

to o

bta

in a

vaila

ble

cu

rren

t pla

ns

and t

he

stat

us

of

the

inci

den

t

□

iden

tities

, eg

role

s, r

esponsi

bili

ties

, nam

es,

titles

□

key

per

sons,

eg f

ire

inci

den

t co

mm

ander

, fire

inci

den

t co

mm

and

support

off

icer

s, f

ire

safe

ty o

ffic

ers,

ow

ner

s, o

ccupie

rs,

site

saf

ety

offic

er,

fire

mar

shal

, fire

war

den

□

curr

ent

pla

ns,

eg p

rem

ises

pla

ns,

fire

oper

atio

nal

pla

ns,

fire

risk

as

sess

men

t

□

stat

us

of

the

inci

den

t, e

g o

ffen

sive

, def

ensi

ve

2.3

ev

aluat

e cr

itic

al r

isks

ass

oci

ated

w

ith inci

den

t ty

pe

and s

tatu

s □

ev

aluat

ion s

kills

, eg

gat

her

ing info

rmat

ion,

anal

ysis

of

the

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

□

critic

al r

isk,

eg lik

elih

ood o

f haz

ard t

o c

ause

a d

anger

ous

occ

urr

ence

, th

reat

to c

ause

inju

ry a

nd/

or

dea

th

□

inci

den

t ty

pe,

eg f

ire,

res

cue,

flo

odin

g

□

inci

den

t st

atus,

eg o

ffen

sive

, def

ensi

ve

2

Be

able

to o

bta

in

info

rmat

ion t

o

assi

st w

ith t

he

man

agem

ent

of

risk

s at

inci

den

ts

2.4

ev

aluat

e fa

ctors

whic

h m

ay

influen

ce t

he

leve

l of

risk

as

soci

ated

with a

n inci

den

t

□

how

to e

valu

ate

fact

ors

, eg

sel

ect

fact

ors

, gat

her

info

rmat

ion o

n

sele

cted

fac

tors

, an

alys

e in

form

atio

n,

mak

e ju

dgem

ents

and

dec

isio

ns

about

fact

ors

bas

ed o

n a

nal

ysis

□

fact

ors

influen

cing r

isk

leve

l, e

g a

cces

s, a

ssoci

ated

build

ings

and

thei

r use

, build

ing c

onst

ruct

ion,

occ

upan

cy

□

leve

l of

risk

, eg

hig

h,

med

ium

, lo

w,

pote

ntial

to c

ause

har

m

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

16

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.5

lia

ise

with o

ther

agen

cies

in

volv

ed in a

n inci

den

t to

es

tablis

h leg

isla

tive

re

quirem

ents

, cu

rren

t ro

les

and

resp

onsi

bili

ties

□

how

to lia

ise

effe

ctiv

ely,

eg f

orm

ally

, in

form

ally

, ve

rbal

ly,

in w

riting,

with p

urp

ose

(to

cre

ate

a co

mm

on u

nder

stan

din

g,

coord

inat

e ac

tivi

ties

)

□

oth

er a

gen

cies

, eg

fire,

polic

e, a

mbula

nce

, lo

cal au

thority

, Envi

ronm

ent

Agen

cy,

coas

tguar

d,

arm

ed f

orc

es

□

legis

lative

req

uirem

ents

, eg

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

□

role

s, e

g f

unct

ions,

jobs,

tas

ks

□

resp

onsi

bili

ties

, eg

acc

ounta

bili

ties

, duties

, dep

endab

ilities

2.6

an

alys

e fire

-fig

hting f

acili

ties

to

min

imis

e risk

s to

per

sonnel

□

an

alys

is s

kills

/tec

hniq

ues

, eg

info

rmat

ion/d

ata

gat

her

ing,

inte

rpre

tation

□

fire

-fig

hting f

acili

ties

, eg

pro

tect

ed s

tairw

ells

, fire

-fig

hte

r lif

ts,

dry

/wet

ris

ers,

fix

ed inst

alla

tions

(sprinkl

ers,

fire

suppre

ssio

n

syst

ems)

, bes

poke

engin

eere

d s

olu

tions

3

Be

able

to a

dvi

se

on t

he

man

agem

ent

of

risk

s during

inci

den

ts

3.1

in

form

rel

evan

t peo

ple

about

know

n iss

ues

affec

ting a

cces

s an

d e

gre

ss

□

info

rm,

eg v

erbal

ly,

in w

riting,

elec

tronic

ally

, fo

rmal

ly,

info

rmal

ly

□

rele

vant

peo

ple

, eg

inci

den

t co

mm

ander

, oper

atio

ns

com

man

der

, in

ciden

t co

mm

and s

upport

offic

er

□

issu

es a

ffec

ting a

cces

s an

d e

gre

ss,

eg b

uild

ing c

onst

ruct

ion,

build

ing

purp

ose

, build

ing u

se,

build

ing o

ccupan

cy,

fire

saf

ety

equip

men

t, f

ire

inst

ruct

ions,

fire-

fighting f

acili

ties

, fixe

d inst

alla

tions

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

16

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

in

form

rel

evan

t peo

ple

about

iden

tified

ris

ks a

nd f

acto

rs

influen

cing p

ote

ntial

esc

alat

ion

□

info

rm,

eg v

erbal

ly,

in w

riting,

elec

tronic

ally

, fo

rmal

ly,

info

rmal

ly

□

rele

vant

peo

ple

, eg

inci

den

t co

mm

ander

, oper

atio

ns

com

man

der

, in

ciden

t co

mm

and s

upport

offic

er

□

iden

tified

ris

ks,

eg k

now

n,

reco

gnis

ed a

nd a

cknow

ledged

haz

ards,

lik

elih

ood o

f th

ose

haz

ards

to c

ause

a d

anger

ous

occ

urr

ence

, im

pac

t th

at t

hey

would

hav

e during t

he

inci

den

t

□

iden

tified

fac

tors

, eg

know

n,

reco

gnis

ed a

nd a

cknow

ledged

fea

ture

s an

d t

he

likel

ihood o

f th

ose

fea

ture

s to

cau

se a

dan

ger

ous

occ

urr

ence

an

d t

he

impac

t th

at w

ould

hav

e during t

he

inci

den

t

□

pote

ntial

esc

alat

ion,

eg p

oss

ible

, pro

bab

le a

nd lik

ely

gro

wth

/acc

eler

atio

n o

f th

e in

ciden

t

3.3

re

spond t

o r

eques

ts f

or

info

rmat

ion a

nd a

dvi

ce r

egar

din

g

safe

ty o

f peo

ple

, pro

per

ty a

nd

the

envi

ronm

ent

□

how

to r

espond a

ppro

priat

ely

to a

udie

nce

nee

ds,

eg p

rofe

ssio

nal

m

anner

, w

ithin

ow

n lim

its

of

auth

ority

, fo

rmal

ly,

info

rmal

ly

□

reques

ts,

eg v

erbal

, w

ritt

en,

elec

tronic

, fo

rmal

, in

form

al

□

info

rmat

ion,

eg f

ire

risk

ass

essm

ent,

site

spec

ific

ris

k in

form

atio

n,

build

ing p

lans,

const

ruct

ion,

purp

ose

, use

, occ

upan

cy,

envi

ronm

enta

l

□

pro

vidin

g a

dvi

ce,

eg inte

nded

audie

nce

and lan

guag

e use

, re

com

men

dat

ions,

sugges

tions,

avo

idin

g u

nsu

pport

ed o

pin

ions

□

peo

ple

, eg

all

per

sons

invo

lved

in t

he

inci

den

t an

d t

he

surr

oundin

g

risk

are

a

□

pro

per

ty,

eg a

ll pro

per

ty invo

lved

in t

he

inci

den

t an

d t

he

surr

oundin

g

risk

are

a

□

envi

ronm

ent,

eg t

he

loca

tion,

surr

oundin

gs,

atm

osp

her

e of

the

inci

den

t risk

are

a

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

16

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

lia

ise

with t

he

resp

onsi

ble

per

son(s

) to

mai

nta

in c

urr

ency

of

info

rmat

ion c

once

rnin

g r

isks

as

soci

ated

with t

he

inci

den

t

□

liais

on r

equirem

ents

, eg

com

munic

atio

ns,

inte

ract

ions,

coord

inat

ion,

links

□

resp

onsi

ble

per

son(s

), e

g f

ire

inci

den

t co

mm

ander

, sp

ecia

list

offic

ers

(haz

mat

, w

ater

, sa

fety

), p

olic

e co

mm

ander

, am

bula

nce

offic

er,

contr

ol ro

om

man

ager

, Envi

ronm

ent

Agen

cy o

ffic

er,

loca

l au

thority

offic

er,

arm

ed f

orc

es

□

curr

ency

of

info

rmat

ion,

eg d

ata,

iden

tifica

tion,

pro

per

ties

, st

ate

□

risk

s, e

g h

azar

ds

and t

hei

r lik

elih

ood o

f ca

usi

ng a

dan

ger

ous

occ

urr

ence

, th

e im

pac

t th

at t

hey

would

hav

e

3.5

co

nfirm

ow

n

per

sonal

cap

abili

ties

lim

itat

ions

le

vel of

auth

ority

and

resp

onsi

bili

ty

in t

he

eval

uat

ion o

f risk

as

sess

men

ts a

nd w

hen

to s

eek

advi

ce

□

per

sonal

cap

abili

ties

and lim

itat

ions,

eg s

kills

, kn

ow

ledge,

under

stan

din

g,

exper

ience

□

leve

l of

auth

ority

and r

esponsi

bili

ty,

eg job d

escr

iption,

role

map

, ex

per

tise

, fu

nct

ion w

ithin

org

anis

atio

n

□

eval

uat

ion s

kills

, eg

gat

her

ing info

rmat

ion,

anal

ysis

of

the

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

□

risk

ass

essm

ent,

eg iden

tifica

tion o

f haz

ard,

likel

ihood o

f haz

ard

causi

ng a

dan

ger

ous

occ

urr

ence

, haz

ard im

pac

t

4

Be

able

to a

dvi

se

on t

he

man

agem

ent

of

risk

s fo

llow

ing

inci

den

ts

4.1

ad

vise

per

sonnel

on

man

agem

ent

of

post

-inci

den

t risk

s to

est

ablis

h s

afet

y an

d

secu

rity

of

inci

den

t si

te

□

how

to a

dvi

se,

eg m

akin

g r

ecom

men

dat

ions,

sugges

tions,

pro

vidin

g

support

ed o

pin

ion

□

per

sonnel

, eg

fire

inci

den

t co

mm

ander

, fire

spec

ialis

t offic

ers

(haz

mat

, w

ater

, sa

fety

), p

olic

e co

mm

ander

, lo

cal au

thority

□

post

-inci

den

t risk

s, e

g iden

tifica

tion o

f haz

ards,

lik

elih

ood o

f haz

ards

causi

ng a

dan

ger

ous

occ

urr

ence

, haz

ard im

pac

t fo

llow

ing t

he

inci

den

t

□

inci

den

t si

te,

eg p

eople

, pro

per

ty,

envi

ronm

ent

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

16

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

id

entify

spec

ialis

t ad

vice

, w

her

e re

quired

, to

ass

ist

with r

esid

ual

risk

s

□

iden

tify

ing s

pec

ialis

t ad

vice

, eg

exp

erts

(ci

vil en

gin

eer,

en

viro

nm

enta

l offic

er,

haz

mat

off

icer

, in

ciden

t co

mm

and t

eam

)

□

resi

dual

ris

ks,

eg r

esid

ual

hot

spots

, floodin

g,

unst

able

str

uct

ure

, en

viro

nm

enta

l is

sues

, su

bsi

den

ce,

haz

ardous

mat

eria

ls

4.3

co

nfirm

with inci

den

t co

mm

and

when

mat

ters

influen

cing s

afet

y of

inci

den

t si

te h

ave

bee

n

reso

lved

□

how

to c

onfirm

, eg

agre

ed p

roto

col re

quirem

ents

, item

s re

quirin

g

confirm

atio

n

□

inci

den

t co

mm

and,

eg p

erso

n(s

) in

ove

rall

contr

ol of

inci

den

t

□

mat

ters

influen

cing s

afet

y, e

g r

isk

of

re-i

gnitio

n o

f fire

, risk

of

build

ing c

olla

pse

, risk

of

floodin

g

□

inci

den

t si

te,

eg p

eople

, pro

per

ty,

envi

ronm

ent

4.4

pro

vide

advi

ce d

uring

envi

ronm

enta

l re

cove

ry

follo

win

g r

esolu

tion o

f th

e in

ciden

t

□

how

to p

rovi

de

advi

ce,

eg r

ecom

men

dat

ions,

sugges

tions,

support

ing

opin

ions

□

envi

ronm

enta

l re

cove

ry,

eg r

eturn

to n

orm

al s

tate

of

loca

tion,

surr

oundin

gs,

atm

osp

her

e of th

e in

ciden

t risk

are

a

4.5

in

form

the

resp

onsi

ble

per

son(s

) of

any

appar

ent

bre

ach o

f le

gal

or

stat

uto

ry r

equirem

ents

□

info

rm,

eg v

erbal

ly,

in w

riting,

elec

tronic

ally

, fo

rmal

ly,

info

rmal

ly

□

resp

onsi

ble

per

son(s

), e

g inci

den

t co

mm

ander

, polic

e co

mm

ander

, lo

cal au

thority

(build

ing c

ontr

ol)

, ow

ner

, occ

upie

r

□

appar

ent

bre

aches

, eg

vis

ible

, fa

ilure

to m

ainta

in,

def

icie

nci

es in

requirem

ents

□

legal

and s

tatu

tory

req

uirem

ents

and s

ubse

quen

t updat

es,

eg

Build

ing R

egula

tions

(Par

ts A

-P):

2010

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

16

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.6

ad

vise

on a

ctio

n r

equired

to

mee

t le

gal

and s

tatu

tory

re

quirem

ents

and t

he

implic

atio

ns

of

non-c

om

plia

nce

□

advi

se,

eg r

ecom

men

d,

sugges

t, p

rovi

de

opin

ion

□

legal

and s

tatu

tory

req

uirem

ents

and s

ubse

quen

t updat

es,

eg

Build

ing R

egula

tions

(Par

ts A

-P):

2010

□

implic

atio

ns

of

non-c

om

plia

nce

, eg

fin

es,

char

ges

, co

nvi

ctio

n,

cess

atio

n o

f busi

nes

s ac

tivi

ty

4.7

ad

vise

on a

ny

post

-inci

den

t in

vest

igat

ion

□

how

to a

dvi

se,

eg r

ecom

men

dat

ions,

sugges

tions,

pro

vidin

g

support

ed o

pin

ion

□

pro

vidin

g a

dvi

ce f

or

the

post

-inci

den

t in

vest

igat

ion,

eg

org

anis

atio

nal

, polic

e, H

ealth a

nd S

afet

y Exe

cutive

, re

pre

senta

tive

body


165


Delivery


When delivering learning outcome 1, centres should ensure that learners are given access to a range of methods and techniques used for gathering and analysing data in relation to risk. When delivering the principles and methodology for risk assessment it is important that learners are given case studies to examine to develop their knowledge and understanding of risk assessments and how they can be applied at different incidents. Learners also need access to a range of information sources and this may be facilitated through the use of research tasks or investigative studies to develop this knowledge prior to assessment. The focus of delivery for this learning outcome should be the theoretical knowledge that will support the learning throughout the unit. Therefore when investigating the methods used to protect life at an incident, the focus should be on how the methods protect life and how the facilities assist fire-fighters. Learners also need to develop evaluative skills to assess the potential for incidents to affect the function of organisations, and the importance of business recovery.

Learning outcomes 2, 3 and 4 requires learners to apply knowledge gained within learning outcome 1. Learning outcome 2 focuses on the gathering of information and how this can assist with risk management. Learners may be given access to a range of case studies, role-play scenarios or desktop scenarios and asked to establish risk, identify the key persons at the incident and evaluate the factors that may influence the risk. By using scenarios such as this it will allow learners to develop the application skills prior to assessment.

For learning outcome 3 learners should be exposed to scenario based learning activities to develop the skills required to apply their learning. The focus of the learning outcome is on the provision of advice in relation to the management of risks during an incident. This can be developed through these scenario based activities, and by the use of guest speakers to show how this advice may be called for, and how the response can be provided effectively in a real life scenario.

Learning outcome 4 relates to advice following an incident, and again here the use of scenario based learning, a guest speaker and case study analysis will enable learners to develop their understanding of how to do this. The tutor should ensure that learners understand that the focus here is on post-incident advice rather than advice required during the incident.

Assessment





166

When assessing AC1.1 learners need to explain the different methods and techniques available for gathering and interpreting data. This will require more detail than a description, and learner should set out in detail the methods and techniques with reasons why they are in place and examples.

AC1.2 assesses understanding of the principles and methodology for risk assessment. When producing evidence for this assessment criterion, learners must explain not only the principles and methodology but also their application. It is the theoretical understanding of the information here that is being assessed.

AC1.3 requires learners to show that they are aware of the range of information sources available and are clear how to access them.

For AC1.4 learners must explain a wide range of methods used to protect life at an incident, including those listed in the unit amplification and any further methods they have examined. Learners should also show how facilities designed to assist a fire-fighter can protect life.

AC1.5 requires learners to evaluate the methods used to assess potential disruption to an organisation. The higher order thinking skills used should be clearly identified in the assessment evidence. Learners must review the information as indicated in the unit amplification and then bring it together to form a conclusion, with evidence to support their statements.

For AC1.6 learners should explain the importance of business recovery in relation to an incident. The evidence should be more than a description, and include examples to support learners’ statements in relation to incidents involving businesses, showing how and why business recovery is important.

Assessment for learning outcomes 2, 3 and 4 may be based around a given case study, role play or desktop scenarios. It is important that any chosen exercise is sufficiently detailed as to allow learners to fully meet the requirements of the outcomes. Where available, evidence can also be drawn from workplace activities.

AC2.1 requires learners to gather information relevant to an incident from all available sources. They may need to communicate with personnel or to access written information.

For AC2.2 learners need to establish who the key people are to obtain the information from in relation to current plans and the status of the incident.

Learners then need to evaluate the critical risks for AC2.3, using higher order thinking skills and demonstrating how they have reviewed the information available and then come to a conclusion as to what the critical risks are at the incident. They should be able to support their views when questioned.

AC2.4 also requires evaluation, with the focus on factors that influence the level of risk at the incident. All evidence here should be based on the analysis of the potential to cause harm in relation to the control measures in place.

AC2.5 may be assessed through a role-play activity where the assessor or another person takes on roles of personnel from other agencies, and the learner is required to liaise with them in order to establish roles and responsibilities at the incident as required by current legislation.

AC2.6 requires learners to analyse the fire-fighting facilities at the incident in relation to minimising risk to personnel. Learners should identify the methods, facilities and techniques, indicating how they are related to each other and how each contributes to the minimising of risks at the incident.


167

Learning outcome 3 deals with the management of risk during incidents. The assessor may wish to pose questions during the exercise for assessment purposes. AC3.1 relates to the ability to inform relevant people about access and egress. Learners must show that they know who the relevant people are that will need the information as well as how to provide the information.

For AC3.2 learners need to inform relevant people about the known risks at the incident, and the known features of the incident that may influence escalation.

AC3.3 requires learners to respond to requests for information in relation to the safety of people, property and the environment. The assessor may wish to question learners as the scenario progresses. Alternatively the assessor may provide a list of questions for a written desktop scenario.

AC3.4 requires learners to ensure that the responsible person has current information in relation to the incident. This may be assessed during a role-play scenario, where information is provided to learners about changes at the incident, and then learners are required to liaise with the responsible person to provide detail as to how this may affect the risks associated with the incident.

For AC3.5 learners need to assess their own abilities when evaluating risk assessment, and to show when they would seek advice from others in authority with more expertise.

Learning outcome 4 requires advice to be provided once the incident has been resolved. This may take place as a follow-up activity to the role-play scenario used to assess learning outcomes 2 and 3. AC4.1 requires learners to identify post-incident risks, and advise personnel responsible for the safety and security of the incident site on managing those risks.

For AC4.2 learners need to identify specific experts who could help with residual risks.

AC4.3 requires learners to identify when matters influencing safety have been resolved and to report this to incident command. It may be here that the assessor is required to undertake the role of incident commander to facilitate assessment.

AC4.4 relates to the provision of advice during environmental recovery, including giving advice on how the incident site can be returned to normal.

AC4.5 requires learners to consider any breaches of legal and statutory requirements and report them to the responsible person(s).

AC4.6 will extend the evidence for AC4.5, with learners providing suggestions or recommendations as to how the legal and statutory requirements can be met, along with the implications of non-compliance. Evidence for this may take the form of an action plan which includes SMART targets.

AC4.7 requires learners to show how they may provide advice, suggestions or recommendations to a post-incident investigation, and again this may take the form of a verbal presentation in a simulated investigation meeting or a post-incident report.


168


Documents

Dangerous Substances and Explosive Atmospheres Regulations 2002


Building Act 1984 www.legislation.gov.uk/ukpga/1984/55/section/59


www.hse.gov.uk/comah/

Environment Act 1995 www.legislation.gov.uk/ukpga/1995/25/contents

Environmental and Safety Information Act 1988

www.legislation.gov.uk/ukpga/1988/30/contents

Fire and Rescue Services Act 2004 www.legislation.gov.uk/ukpga/2004/21/pdfs/ukpga_20040021_en.pdf






Reporting of Injuries, Diseases & Dangerous Occurrences Regulations 1995

www.legislation.gov.uk/uksi/1995/3163/introduction/made



http://www.hse.gov.uk/comah/�














169

Unit 15: Review fire safety matters relating to premises under construction, demolition and alteration

Unit reference number: A/503/3405

QCF level: 4

Credit value: 4


Unit aim

This unit is about advising on the fire risks associated with premises under construction, demolition or alteration. Learners will work within their personal level of responsibility and authority with regard to providing advice and information and dealing with compliance issues.



NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of fire safety at sites under construction, in demolition or alteration.

Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

17

0

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in c

ritica

l haz

ards

and r

isks

as

soci

ated

with s

truct

ure

s under

goin

g c

onst

ruct

ion,

dem

olit

ion o

r al

tera

tion

□

critic

al h

azar

ds,

eg s

om

ethin

g w

ith t

he

pote

ntial

to c

ause

maj

or

inju

ry a

nd d

eath

(ch

anges

to e

scap

e ro

ute

s, lac

k of

fire

pro

tect

ion,

lack

of

fire

inst

ruct

ions,

lac

k of

fire

equip

men

t)

□

risk

s, e

g m

easu

re o

f th

e lik

elih

ood o

f har

m f

rom

a p

articu

lar

haz

ard,

seve

rity

of

the

conse

quen

ces

due

to h

azar

ds

invo

lved

1.2

su

mm

aris

e su

bst

ance

s an

d

mat

eria

ls u

sed in c

onst

ruct

ion,

alte

ration a

nd d

emolit

ion w

hic

h

may

pre

sent

spec

ific

ris

ks,

incl

udin

g t

he

inte

ract

ion

bet

wee

n t

hem

□

subst

ance

s an

d m

ater

ials

, eg

str

uct

ura

l, d

ecora

tive

, m

asonry

, m

etal

s, w

oods,

pla

stic

s, g

lass

, th

erm

al a

nd m

ois

ture

pro

tect

ion,

finis

hes

, sp

ecia

litie

s, e

quip

men

t (m

echan

ical

, el

ectr

ical

), f

abrics

□

spec

ific

ris

k, e

g lik

elih

ood o

f ig

nitio

n,

likel

ihood t

o c

ause

har

m (

due

to r

elea

se o

f to

xic

fum

es o

r ex

cess

ive

hea

t),

likel

ihood o

f fire

spre

ad

□

inte

ract

ion b

etw

een s

ubst

ance

s an

d m

ater

ials

, eg

on e

xposu

re t

o

fire

, hea

t, c

hem

ical

subst

ance

s

1.3

ex

pla

in lik

ely

effe

cts

of

an

inci

den

t on t

he

stru

cture

and

surr

oundin

g a

reas

□

likel

y ef

fect

s of

an inci

den

t, e

g o

n s

truct

ura

l st

abili

ty/i

nte

grity

, fire

sp

read

, en

viro

nm

enta

l pollu

tion

1

Under

stan

d

requirem

ents

for

revi

ewin

g f

ire

safe

ty m

atte

rs

rela

ting t

o

pre

mis

es u

nder

co

nst

ruct

ion,

dem

olit

ion a

nd

alte

ration

1.4

ex

pla

in c

ontr

ol m

easu

res

applic

able

to s

ites

and

surr

oundin

g a

reas

wher

e co

nst

ruct

ion,

dem

olit

ion o

r al

tera

tion is

pla

nned

or

under

way

□

contr

ol m

easu

res,

eg r

emova

l of

haz

ard,

spec

ialis

t co

nst

ruct

ion

engin

eering,

fire

pre

vention e

quip

men

t, s

pec

ific

act

ions

required

in

case

of

fire

□

site

s an

d s

urr

oundin

g a

reas

, eg

pre

mis

es,

asso

ciat

ed e

nvi

ronm

ent

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

17

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

ex

pla

in t

he

implic

atio

ns

for

short

an

d long-t

erm

man

agem

ent

of

risk

s in

a s

ituat

ion o

f co

nst

ruct

ion,

alte

ration o

r dem

olit

ion

□

implic

atio

ns,

eg c

onse

quen

ces,

res

ultin

g r

elat

ionsh

ip

□

man

agem

ent

of

risk

, eg

cost

ben

efits

of

rem

ova

l of

haz

ards,

in

troduct

ion o

f co

ntr

ol m

easu

res,

ongoin

g r

evie

w o

f co

ntr

ol

mea

sure

s, c

om

par

ed t

o t

imes

cale

s in

volv

ed

1.6

cl

arify

how

to w

ork

with o

ther

par

tner

s in

ord

er t

o a

cces

s so

urc

es o

f sp

ecia

list

advi

ce t

o

achie

ve a

sat

isfa

ctory

lev

el o

f fire

saf

ety

□

effe

ctiv

e w

ork

ing w

ith o

ther

par

tner

s to

acc

ess

sourc

es o

f sp

ecia

list

advi

ce,

eg join

t m

eetings

with a

rchitec

ts,

loca

l au

thority

build

ing

contr

ol, o

wner

s, b

uild

ers

□

spec

ialis

t ad

vice

, eg

fire

safe

ty e

ngin

eers

, co

nsu

ltan

ts,

const

ruct

ion

spec

ialis

ts

1.7

su

mm

aris

e th

e le

gis

lative

fr

amew

ork

and m

echan

ism

s of

enfo

rcem

ent

in p

rem

ises

under

co

nst

ruct

ion,

alte

ration o

r dem

olit

ion w

het

her

occ

upie

d o

r unocc

upie

d

□

legis

lative

fra

mew

ork

and s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

□

mec

han

ism

s of

enfo

rcem

ent,

eg loc

al n

on-c

onfo

rmity

reques

ts,

legal

pro

secu

tion

2

Be

able

to a

sses

s fire

ris

ks

asso

ciat

ed w

ith

pla

nned

co

nst

ruct

ion,

dem

olit

ion a

nd

alte

ration

2.1

ev

aluat

e th

e su

itab

ility

of

the

chose

n m

ethodolo

gy

for

the

work

ing c

onte

xt,

the

size

and

nat

ure

of

pre

mis

es

□

eval

uat

ion s

kills

, eg

gat

her

ing info

rmat

ion,

anal

ysis

of

info

rmat

ion,

dec

isio

n m

akin

g b

ased

on t

he

anal

ysis

□

chose

n m

ethodolo

gie

s, e

g p

ract

ices

and p

roce

dure

s (m

echan

ical

te

stin

g,

com

pute

r m

odel

ling)

□

work

ing c

onte

xt,

size

and n

ature

of

the

pre

mis

es,

eg indust

rial

, offic

e, a

ccom

modat

ion,

num

ber

of

occ

upan

ts,

floor

spac

e, a

bove

or

bel

ow

gro

und lev

el,

surr

oundin

g a

reas

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

17

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

co

nfirm

the

suffic

iency

of

the

chose

n m

ethodolo

gy

in r

elat

ion

to t

he

com

ple

xity

of

actu

al a

nd

pote

ntial

ris

ks a

ssoci

ated

with

const

ruct

ion,

dem

olit

ion o

r al

tera

tion

□

how

to d

eter

min

e th

e su

ffic

iency

of

chose

n m

ethodolo

gy,

eg

pra

ctic

es a

nd p

roce

dure

s (m

echan

ical

tes

ting,

com

pute

r m

odel

ling)

□

actu

al a

nd p

ote

ntial

, eg

exi

stin

g,

pre

-pla

nned

, unkn

ow

n

□

risk

s as

soci

ated

with c

onst

ruct

ion,

dem

olit

ion o

r al

tera

tion,

eg

likel

ihood o

f ig

nitio

n,

likel

ihood t

o c

ause

har

m t

hro

ugh t

he

rele

ase

of

toxi

c fu

mes

and/o

r ex

cess

ive

hea

t, lik

elih

ood o

f fire

spre

ad

2.3

lia

ise

with o

ther

agen

cies

to

advi

se o

n t

he

choic

e of

met

hodolo

gy

to a

ssis

t w

ith

futu

re a

ctio

n

□

oth

er a

gen

cies

, eg

loca

l au

thority

build

ing c

ontr

ol, loca

l au

thority

fire

serv

ice

□

advi

sing s

tyle

, eg

info

rmal

, fo

rmal

, le

gal

□

choic

e of

met

hodolo

gy,

eg p

ract

ices

and p

roce

dure

s (m

echan

ical

te

stin

g,

com

pute

r m

odel

ling)

□

futu

re a

ctio

n,

eg c

han

ges

to p

lans,

chan

ges

to b

uild

ing m

ater

ials

and

subst

ance

s, r

emova

l of

haz

ards,

intr

oduct

ion o

f co

ntr

ol m

easu

res

3

Be

able

to a

dvi

se

on c

ontr

ols

to

man

age

fire

ris

ks

in p

rem

ises

under

co

nst

ruct

ion,

dem

olit

ion a

nd

alte

ration

3.1

gen

erat

e options

to p

reve

nt

inci

den

ts a

nd t

o c

ontr

ol risk

s □

gen

erat

e options,

eg p

roduce

pla

ns,

sugges

t al

tera

tions,

spec

ialis

t eq

uip

men

t, p

resc

ribe

actions

to b

e ta

ken b

y per

sonnel

in t

he

even

t of

a fire

□

pre

vent

inci

den

ts in p

rem

ises

, eg

sto

p f

ires

sta

rtin

g,

conta

in f

ire

spre

ad,

conta

in h

azar

dous

mat

eria

ls a

ppro

priat

ely

□

contr

ol risk

s, e

g c

onst

ruct

ion,

equip

men

t an

d a

ctio

ns

use

d t

o p

reve

nt

or

reduce

the

likel

ihood o

f haz

ards

causi

ng a

dan

ger

ous

occ

urr

ence

an

d t

he

impac

t th

at it

would

hav

e

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

17

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

pro

vide

advi

ce o

n t

he

optim

um

options

for

contr

olli

ng r

isk,

en

suring t

hat

pro

tect

ion o

f peo

ple

, pro

per

ty a

nd t

he

envi

ronm

ent

are

the

mai

n

consi

der

atio

ns

□

advi

sing s

tyle

, eg

info

rmal

, fo

rmal

, le

gal

□

optim

um

options,

eg c

ost

vs

ben

efit,

bes

t to

min

imis

e risk

, bes

t to

m

axim

ise

the

contr

ol of

risk

□

contr

olli

ng r

isk,

eg r

emove

haz

ard,

reduce

ris

k (e

g t

hro

ugh s

pec

ialis

t co

nst

ruct

ion e

ngin

eering,

fire

pre

vention e

quip

men

t, s

pec

ific

act

ions

required

in c

ase

of

fire

)

□

envi

ronm

ent,

eg b

uilt

, nat

ura

l, s

urr

oundin

g a

rea

of

pre

mis

es

3.3

pro

vide

advi

ce o

n t

he

implic

atio

ns

of

imple

men

ting

inad

equat

e co

ntr

ol m

easu

res

and t

he

conse

quen

ces

of

such

dec

isio

ns

□

advi

sing s

tyle

, eg

info

rmal

, fo

rmal

, le

gal

□

implic

atio

ns

and c

onse

quen

ces,

eg leg

al a

ctio

n,

limitat

ions

of

use

of

build

ing,

limitat

ions

of

occ

upan

cy

4.1

ev

aluat

e th

e ar

ea,

incl

udin

g

oth

er s

truct

ure

s w

ithin

the

vici

nity,

whic

h m

ay b

e af

fect

ed

by

inci

den

ts w

ithin

pre

mis

es t

o

be

const

ruct

ed,

dem

olis

hed

or

alte

red

□

how

to e

valu

ate

the

area

, eg

info

rmat

ion g

ather

ing r

equirem

ents

, an

alys

ing info

rmat

ion a

nd d

ata,

usi

ng info

rmat

ion a

nd d

ata

to a

sses

s an

d m

ake

judgem

ents

□

affe

cted

by

inci

den

t, e

g s

uff

erin

g fro

m f

ire

spre

ad,

fire

and h

eat

dam

age,

ris

k of

colla

pse

, pollu

tion

4

Be

able

to a

dvi

se

on c

ontr

ols

to

man

age

fire

ris

ks

in t

he

vici

nity

of

pre

mis

es u

nder

co

nst

ruct

ion,

dem

olit

ion a

nd

alte

ration

4.2

es

tim

ate

pote

ntial

det

rim

enta

l ef

fect

s of

outb

reak

of

fire

or

rela

ted inci

den

t on t

he

area

w

ithin

sco

pe

□

how

to e

stim

ate,

eg c

alcu

late

, quote

□

det

rim

enta

l ef

fect

s, e

g f

ire

spre

ad,

fire

and h

eat

dam

age,

ris

k of

colla

pse

, pollu

tion,

pote

ntial

loss

of

life,

cau

se o

f in

jury

, lo

ss o

f busi

nes

s co

ntinuity,

nee

d f

or

evac

uat

ion

□

area

within

sco

pe,

eg w

ithin

ran

ge

to b

e af

fect

ed b

y in

ciden

t

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

17

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

prioritise

critica

l risk

s to

the

def

ined

are

a, incl

udin

g t

hose

af

fect

ing p

eople

, pro

per

ty a

nd

the

envi

ronm

ent

□

how

to p

rioritise

critica

l risk

s, e

g in t

erm

s of

likel

ihood t

o c

ause

dea

th,

maj

or

inju

ry,

min

or

inju

ry,

loss

of

pre

mis

es a

nd

envi

ronm

enta

l dam

age

□

critic

al r

isks

, eg

mea

sure

of

the

likel

ihood o

f dea

th o

r se

rious

inju

ry

(hig

h s

ever

ity)

fro

m p

articu

lar

haz

ards

invo

lved

4.4

gen

erat

e options

for

mea

sure

s to

pre

vent,

conta

in a

nd c

ontr

ol

iden

tified

ris

ks a

nd t

o m

inim

ise

poss

ible

har

mfu

l ef

fect

s of

inci

den

ts

□

gen

erat

e options,

eg p

roduce

pla

ns,

sugges

t al

tera

tions,

equip

men

t,

actions

□

pre

vent,

conta

in a

nd c

ontr

ol, e

g s

top f

ires

sta

rtin

g,

conta

in f

ire

spre

ad in t

he

vici

nity

of

pre

mis

es

□

iden

tified

ris

ks,

eg lik

elih

ood o

f dea

th,

serious

inju

ry,

loss

of

pre

mis

es,

envi

ronm

enta

l dam

age

□

poss

ible

har

mfu

l ef

fect

s, e

g f

ire

spre

ad,

fire

and h

eat

dam

age,

ris

k of

colla

pse

, pollu

tion,

pote

ntial

loss

of

life

or

inju

ry

4.5

pro

vide

advi

ce o

n o

ptim

um

co

ntr

ol m

easu

res

to b

e im

ple

men

ted a

nd t

he

implic

atio

ns

and c

onse

quen

ces

of

faili

ng t

o c

om

ply

with s

uch

re

quirem

ents

□

advi

sing s

tyle

, eg

info

rmal

, fo

rmal

, le

gal

□

optim

um

contr

ol m

easu

res,

eg r

emova

l of

haz

ard,

spec

ialis

t co

nst

ruct

ion e

ngin

eering,

fire

pre

vention e

quip

men

t, s

pec

ific

act

ions

required

in c

ase

of

fire

□

implic

atio

ns

and c

onse

quen

ces,

eg p

oss

ibili

ty o

f le

gal

act

ion,

limitat

ions

of

use

of

build

ing,

limitat

ions

of

occ

upan

cy


175


Delivery


When planning the delivery for learning outcome 1, centres will need to ensure learners have access to various case studies showing the difference between hazards and risks in relation to structures undergoing construction, alteration or demolition. Delivery will require theoretical input supported by role play, case study analysis or a desktop scenario to enable learners to apply their knowledge in a realistic scenario. They will need to consider the risks of using some substances and materials and the effects an incident may have on the structure and surrounding area. Once the knowledge of hazard, risk and control has been established, learners will be able to apply this to the legislative framework in place and also consider specialist advice sources and the inter-agency working that may be required.

Learning outcome 2 relates to the assessment of risk in these scenarios. It is important that the centre provides learners with sufficient theoretical knowledge of risk assessment methodology and details of agencies available to advise on risk assessment at the start of the delivery of this outcome. This learning outcome will be enhanced through the use of case study analysis to enable learners to apply their knowledge.

Learning outcome 3 requires learners to apply the knowledge attained in learning outcomes 1 and 2. It is important that the centre and learners are clear that the focus of this learning outcome is on the management of fire risk in premises under construction, demolition and alteration. The use of role play or a desktop scenario involving different incidents will allow learners to consider the appropriateness of different styles in different situations.

The delivery of learning outcome 4 may be very similar in style to that of learning outcome 3, but the centre and learners must be clear that the focus of the learning outcome is on the management of fire risks in the vicinity of premises under construction, demolition and alteration. Again, learners must be provided with the theoretical knowledge before using a case study or desktop scenarios to apply it.

Assessment




For AC1.1, it is important that learners are able to distinguish between critical hazards and risks. They must identify the difference and give examples from relevant incidents or case studies. Evidence here should be more than a description and should set out in detail the meaning of the critical hazards and risks, with reasons and examples.

BA030061 – Specification – Edexcel Level 3 and 4 Certificate in Fire Safety (Fire Auditors) and Edexcel Level 4 Diploma in Fire Safety (Fire Auditors) – Issue 3 – April 2013 © Pearson Education Limited 2013

176

For AC1.2 learners then need to summarise the specific risks posed by substances and materials used. This summary should be more than a list, and should include a brief summary of the main points relating to the substances and the essential features of the risks they may pose.

AC1.3 could be assessed using a case study analysis or role-play exercise in which learners are given a number of incidents and asked to explain the effects the incidents may have on the structure and surrounding areas. Learners must provide more than a simple description and should use examples to show their understanding.

Assessment of AC1.4 may be linked to that of AC1.3, as learners could use the same role play or case study exercise to explain the control methods applicable to the incident. Verbal explanation would be appropriate here, but this would need to be supported with witness testimony or an observation record.

As learners move on to AC1.5 and 1.6, they may review the incidents used and explain the implications for both short and long-term management of risks in these situations, and show how they would work with other partners.

AC1.7 requires learners to summarise the legislative framework in place at the time of assessment, including how this is enforced. The assessment of these criteria could be in a follow-up activity to the practical assessment used for AC1.3 and 1.4.

Assessment for learning outcome 2 may be based around a given case study, role play or desktop scenario. Any chosen exercise must be sufficiently detailed to allow learners to fully meet the requirements of the outcome. AC2.1 and 2.2 requires learners to evaluate the methodology chosen to assess hazards and risks in the given scenario. This will require learners to review the information and then bring it together to form a conclusion and provide evidence for each of their views or statements. Once their evaluation is complete, learners will then be required to confirm the sufficiency of the chosen methodology. It is important that learners relate the chosen methodology to the complexity of the incident and show why other methods would not be as suitable.

AC2.3 relates to inter-agency working and how learners would liaise with other agencies to advise of the choice of methodology. Here learners should show which agencies they would liaise with and how they may use different advising styles for different incidents and situations. Learners should focus evidence on future action rather than past practice.

Assessment of learning outcome 3 may be a practical assessment which allows the learners to apply their knowledge. Evidence could be in the form of preparation notes or presentation slides or in written format, as a report or open book timed assessment. It is important that the evidence produced for this learning outcome focuses on providing advice on controls to manage fire risks in premises under construction, demolition and alteration. AC3.1 requires learners to show how they have considered the options available to them to prevent incidents and to control risks, including the selection of appropriate options and the rejection of those considered not appropriate.

For AC3.2 they need to give advice on the optimum options for controlling risks. Once options have been generated and explained, learners need to give advice on the implications and possible consequences of implementing inadequate control methods.

Learning outcome 4 requires learners to advise on controls to manage fire risks in the vicinity of premises under construction, demolition and alteration, and it is important that the evidence here demonstrates the difference in advice from that


177

provided for learning outcome 3. The centre may use practical assessment in the form of role play, desktop scenario or case study analysis to allow learners to demonstrate their knowledge, or alternatively use more formal written assessment to gather evidence for this.

To meet AC4.1 learners need to provide evidence of evaluating the area where the incident has taken place.

To achieve AC4.2 learners must estimate the effects of outbreak of fire to achieve, showing how they have estimated this. This evidence must be within the scope of the incident.

For AC4.3 learners need to prioritise critical risks, showing how they have assessed the likelihood to cause harm.

Learners will then be able to produce evidence for AC4.4 by generating options for control methods to prevent, contain and control the risks identified. This may be through the production of a formal risk assessment report, which can then be presented to provide advice on optimum control measures and the consequences of failing to comply with legal requirements, for AC4.5.


Textbooks

HSE — Health and Safety in Construction (HSG 150), Third Edition (HSE Books, 2006) ISBN 9780717661824

Documents

Construction (Design And Management) Regulations 2007




Fire Safety in Construction (HSG 168, 2010)

www.hse.gov.uk/pubns/priced/hsg168.pdf










http://www.hse.gov.uk/pubns/priced/hsg168.pdf�

http://www.hse.gov.uk/pubns/priced/hsg168.pdf�







BA030061 – Specification – Edexcel Level 3 and 4 Certificate in Fire Safety (Fire Auditors) and Edexcel Level 4 Diploma in Fire Safety (Fire Auditors) – Issue 3 – April 2013 © Pearson Education Limited 2013

178

Unit 16: Prepare and present evidence in court and other formal proceedings in relation to fire safety measures


QCF level: 4

Credit value: 3


Unit aim

This unit is about the preparation and presentation of evidence for court and other hearings. Learners may be required to provide evidence in various capacities and must ensure all notes, reports and evidence are prepared in an accurate and timely fashion in accordance with relevant procedural guidance and legislation.


NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of presenting evidence on fire safety in courts and hearings.

Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

17

9

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in leg

al p

ow

ers

and

enfo

rcem

ent

duties

under

fire

safe

ty leg

isla

tion

□

legal

pow

ers,

eg t

o leg

ally

pro

secu

te,

to r

estr

ict

use

, to

sto

p

oper

atio

ns

□

enfo

rcem

ent

duties

, eg

ser

ving o

f en

forc

emen

t notice

s

□

fire

saf

ety

legis

lation a

nd s

ubse

quen

t updat

es,

eg F

ire

and R

escu

e Ser

vice

s Act

(2004),

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005

1.2

su

mm

aris

e how

to g

ive

evid

ence

in

a c

ourt

or

hea

ring w

ith

refe

rence

to n

ote

s an

d

support

ing m

ater

ials

□

giv

e ev

iden

ce,

eg v

erbal

ly,

as a

rep

ort

, pre

senta

tion o

f m

ater

ial

evid

ence

(su

ch a

s photo

gra

phs)

□

note

s an

d s

upport

ing m

ater

ial, e

g p

rese

nta

tion a

nd p

repar

atio

n,

conte

mpora

neo

us

note

s, r

eport

s, m

eeting m

inute

s, p

lans,

photo

gra

phs

1.3

ex

pla

in t

he

pro

cess

for

giv

ing

evid

ence

in c

ourt

and o

ther

fo

rmal

hea

rings

□

giv

e ev

iden

ce,

eg v

erbal

ly,

as a

rep

ort

, m

ater

ial ev

iden

ce s

uch

as

photo

gra

phs

and its

pre

par

atio

n

1.4

ex

pla

in c

ircu

mst

ance

s in

whic

h

evid

ence

of

opin

ion c

an b

e pro

vided

□

evid

ence

of

opin

ion,

eg t

houghts

, bel

iefs

and infe

rence

s ab

out

fact

ual

ev

iden

ce

□

circ

um

stan

ces

in w

hic

h it

can b

e pro

vided

, eg

as

an e

xper

t w

itnes

s

1

Under

stan

d

requirem

ents

for

pre

par

ing a

nd

pre

senting

evid

ence

in c

ourt

an

d o

ther

form

al

pro

ceed

ings

in

rela

tion t

o f

ire

safe

ty m

atte

rs

1.5

ex

pla

in t

he

import

ance

of

mai

nta

inin

g c

ontr

ol an

d

com

posu

re u

nder

cro

ss-

exam

inat

ion

□

contr

ol an

d c

om

posu

re,

eg p

rofe

ssio

nal

lan

guag

e, t

one,

use

of

word

s, b

ehav

iour,

att

itude

□

cross

-exa

min

atio

n,

eg inte

rrogat

ion a

s a

witnes

s by

the

opposi

ng

side

in t

he

pro

ceed

ings

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e Auditors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

18

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.6

ex

pla

in t

he

per

mitte

d lia

ison

with v

ictim

s, w

itnes

ses

and

def

endan

ts

□

per

mitte

d lia

ison,

eg a

llow

ed c

onta

ct (

dep

enden

t on leg

al s

tatu

s an

d

avai

labili

ty),

conve

rsat

ions,

mee

tings

1.7

cl

arify

what

const

itute

s a

bre

ach

of

court

pro

toco

l or

pro

cedure

an

d t

o w

hom

any

bre

aches

sh

ould

be

report

ed

□

bre

ach o

f co

urt

pro

toco

l or

pro

cedure

, eg

fai

lure

to a

bid

e by

the

inte

rnal

rule

s of

the

court

, giv

ing f

alse

evi

den

ce,

mis

trea

tmen

t of

conte

mpora

neo

us

note

s

□

to w

hom

any

bre

aches

should

be

report

ed,

eg a

ssoci

ated

leg

al t

eam

, cl

erk

of

the

court

, ju

dge

1.8

cl

arify

the

role

s an

d

resp

onsi

bili

ties

of

self a

nd o

ther

s w

ithin

the

conte

xt o

f co

urt

and

form

al p

roce

edin

gs

□

role

s an

d r

esponsi

bili

ties

, eg

judge,

cle

rk,

off

icia

ls,

def

ence

, pro

secu

tion,

bar

rist

er,

witnes

s, d

efen

dan

t

2.1

su

bm

it r

eport

s an

d e

viden

ce

that

dem

onst

rate

ther

e is

a c

ase

to a

nsw

er

□

report

s an

d e

viden

ce,

eg f

orm

al r

eport

s, m

inute

s of

mee

tings,

photo

gra

phs,

pla

ns

□

dem

onst

rate

a c

ase,

eg s

how

bre

aches

in f

ire

safe

ty leg

isla

tion

2.2

m

ake

avai

lable

evi

den

ce a

nd

exhib

its

within

ow

n a

rea

of

resp

onsi

bili

ty,

taki

ng s

teps

to

ensu

re t

hei

r co

ntinuity

and

inte

grity

□

evid

ence

and e

xhib

its,

eg f

orm

al r

eport

s, m

inute

s of

mee

tings,

co

nte

mpora

neo

us

note

s, p

hoto

gra

phs,

pla

ns

□

ow

n a

rea

of

resp

onsi

bili

ty,

eg r

ole

res

ponsi

bili

ties

of

fire

saf

ety

advi

sors

, in

spec

tors

, en

forc

emen

t offic

ers

□

ensu

re c

ontinuity

and inte

grity

, eg

mak

e su

re a

ll le

gal

pro

cedure

s an

d r

equirem

ents

are

adher

ed t

o, e

nsu

re v

alid

ity,

acc

ura

cy,

relia

bili

ty,

consi

sten

cy a

nd s

uff

icie

ncy

2

Be

able

to p

repar

e ev

iden

ce a

nd

report

s re

lating t

o

fire

saf

ety

for

court

and o

ther

fo

rmal

pro

ceed

ings

2.3

pre

par

e ow

n e

viden

ce,

note

s an

d m

ater

ials

in a

dva

nce

of

any

hea

ring

□

evid

ence

, note

s an

d m

ater

ials

, eg

form

al r

eport

s, m

inute

s of

mee

tings,

conte

mpora

neo

us

not

es,

photo

gra

phs,

pla

ns

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

18

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

co

mm

unic

ate

with r

elev

ant

dep

artm

ents

to e

nab

le a

co

nsi

sten

t ap

pro

ach

□

com

munic

ate,

eg v

erbal

ly,

in w

riting,

form

ally

, in

form

ally

□

rele

vant

dep

artm

ents

, eg

loca

l au

thority

build

ing c

ontr

ol, loca

l au

thority

, so

licitors

2.5

in

form

res

ponsi

ble

per

sons

of

actions

take

n

□

resp

onsi

ble

per

son,

eg s

olic

itor,

lin

e m

anag

er,

legal

rep

rese

nta

tive

□

how

to info

rm r

esponsi

ble

per

sons,

eg e

nsu

ring a

rel

evan

t au

dit t

rail

is e

stab

lished

reg

ardin

g a

ll co

rres

ponden

ce

2.6

cl

arify

the

purp

ose

, sc

ope

and

expec

tation o

f ow

n a

tten

dan

ce

at a

ny

hea

ring

□

purp

ose

, sc

ope

and e

xpec

tation,

eg r

easo

n f

or

bei

ng t

her

e, r

ole

and

resp

onsi

bili

ties

, re

quired

info

rmat

ion

□

how

to c

larify

, eg

see

k cl

arific

atio

n f

rom

ow

n o

rgan

isat

ion,

legal

re

pre

senta

tive

s

3.1

ar

rive

at

the

venue

on t

ime

with

the

required

docu

men

tation

□

venue,

eg c

ourt

room

, hea

ring

□

required

docu

men

tation,

eg e

viden

ce,

iden

tifica

tion

3.2

co

nfo

rm t

o a

ccep

table

pro

fess

ional

sta

ndar

ds

of

beh

avio

ur

and a

ppea

rance

□

acce

pta

ble

pro

fess

ional

sta

ndar

ds,

eg d

ress

/uniform

, org

anis

atio

nal

polic

y an

d p

roce

dure

3

Be

able

to p

rese

nt

evid

ence

rel

atin

g

to f

ire

safe

ty t

o

court

and o

ther

fo

rmal

pro

ceed

ings

3.3

del

iver

evi

den

ce a

nd r

esponse

s in

a t

ruth

ful, o

bje

ctiv

e, c

lear

and

conci

se m

anner

with d

ue

regar

d

for

the

rule

s of

evid

ence

and

pro

cedure

s of

the

venue

□

del

iver

evi

den

ce a

nd r

esponse

s, e

g v

erbal

ly,

in w

riting,

as a

pro

duct

, fo

rmal

ly

□

rule

s of

evid

ence

and p

roce

dure

s of

the

venue,

eg m

ake

sure

all

legal

req

uirem

ents

are

adher

ed t

o,

ensu

ring v

alid

ity,

acc

ura

cy,

relia

bili

ty,

consi

sten

cy a

nd s

uff

icie

ncy

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e Auditors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

18

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

pro

vide

verb

al e

viden

ce w

hic

h is

consi

sten

t w

ith a

ny

writt

en

evid

ence

pro

vided

□

writt

en e

viden

ce,

eg r

eport

s, m

inute

s of

mee

tings,

conte

mpora

neo

us

note

s

□

verb

al e

viden

ce r

equirem

ents

, eg

pac

e, c

larity

, to

ne,

use

of

tech

nic

al

term

inolo

gy,

under

stan

din

g o

f giv

ing e

xper

t opin

ion

3.5

re

spond t

o a

ll direc

tions

of

the

court

or

pro

ceed

ing p

rom

ptly

□

direc

tions,

eg v

erbal

, w

ritt

en,

form

al,

info

rmal

□

pro

mptly,

eg w

ithin

the

requirem

ents

of

the

direc

tions

giv

en/p

rovi

ded


183


Delivery


It is important that the unit is delivered sequentially, moving from learning outcome 1, which develops the underpinning knowledge, to learning outcome 2 which prepares practical applications, and then learning outcome 3 which focuses on practical application to relevant scenarios.

When delivering learning outcome 1 the centre must ensure that there is opportunity to develop learners’ theoretical knowledge of the legal powers and enforcement duties that exist under the fire and safety legislation as indicated in the unit amplification. Role play and case study analysis would enhance the delivery of this unit and prepare learners for assessment. Through this form of delivery, it is possible to use formative assessment to ensure that learners are fully prepared and have a comprehensive understanding of the requirements for preparing and presenting evidence.

When delivering learning outcome 2 the centre will need to provide scenarios or case studies that learners can use to prepare evidence and reports for court proceedings. A review of factual cases or fictional scenarios that allow learners to demonstrate their understanding of the requirements of the reports would be useful. The importance of gathering evidence using suitable methods should be reinforced and it is important that learners be given the opportunity to understand the implications of not preparing the evidence appropriately.

For learning outcome 3 learners should be provided with case studies and role play opportunities as formative activities to develop the skills required for this learning outcome. The skills development should be related to vocational scenarios.

Assessment




For AC1.1 learners must explain both the legal powers and the enforcement duties that are encompassed by fire safety legislation. The evidence should contain more detail than a description; it is expected that learners will set out in detail the powers and duties, with reasons why they are there and appropriate examples.

For AC1.2 learners need to examine a range of methods that can be used to give evidence, as indicated in the unit amplification. Assessment may be presented in a number of formats including written evidence, leaflet or verbal presentation. Learners must also show how referring to notes and supporting materials can assist when giving evidence.


184

AC1.3 requires learners to fully explain the process for giving evidence. Their evidence should outline the process, and explain each stage and why it exists in relation to the evidence delivery.

For AC1.4, learners must fully explain the circumstances in which evidence of opinion can be provided. This may take the form of a written response to a scenario based question, or a verbal explanation as part of a role play.

To achieve AC1.5, learners should explain why it is important to maintain control and composure under cross-examination, and what the consequences may be if they do not do this.

AC1.6 requires learners to explain when liaison with victims, witnesses and defendants is permitted. Evidence should cover contact that is both formal and informal, verbal and otherwise.

Evidence for AC1.7 should show what constitutes a breach of court protocol or procedure and what happens if they are not followed. They should also clarify who should be informed of any breaches, such as those given as examples in the unit amplification.

AC1.8 requires learners to clarify their roles and responsibilities, and those of others within the context of court and formal proceedings. Evidence may be produced in a written format, via a poster or leaflet or through a verbal presentation.

Learning outcome 2 requires learners to prepare evidence and reports on fire safety for court and other formal proceedings. AC2.1 requires learners to prepare and submit reports and evidence that shows there is a case to answer.

Once this has been completed AC2.2 requires learners to prepare and make available evidence and exhibits in relation to the case. It is important that learners show how they would take steps to ensure continuity and integrity of the evidence.

AC2.3 can be achieved through the submission of prepared written notes to support the delivery of evidence at a hearing. These notes should contain sufficient information to assist in the presentation of evidence.

Evidence for AC2.4, 2.5 and 2.6 may be gathered through a role play or desktop scenario. AC2.4 amplification establishes that communication can be made both verbally and in writing with relevant departments involved in the scenario. To ensure consistency in learners’ approach, both methods of communication should be demonstrated.

AC2.5 requires learners to identify the responsible person and then inform them of actions taken in the scenario, providing evidence of how the audit trail in relation to correspondence is established.

For AC2.6 learners need to provide information in relation to their purpose, scope and expectations when attending the hearing in the scenario, showing whom they would seek clarification from, and how to do this.

Assessment of learning outcome 3 can be undertaken through a formal role play or other desktop scenario where learners have to participate in a simulated hearing. This will allow evidence to be generated effectively. Evidence to meet the assessment criteria may be in the form of observation records supported by learner notes.

When preparing the evidence to support the awarding of AC3.1, assessors must be confident that learners have arrived at the court or other formal proceedings scenario on time, and has the required documentation to give evidence.


185

AC3.2 requires learners to display the expected professional manner in relation to their appearance and behaviour during the scenario. They should be smartly presented during the scenario assessment. Learners must provide verbal evidence that is consistent with the written reports provided for learning outcome 2, and the evidence must be given in a truthful and objective manner. Learners must be concise in their responses and should show that they understand the rules of evidence. This will then provide the required evidence for AC3.3 and 3.4. For AC3.5 learners need to respond promptly to court directions.


Documents



Chief Fire Officers Association guidance documents


Criminal Procedure and Investigations Act 1996 (CPIA)




Human Rights Act 1998 www.legislation.gov.uk/ukpga/1998/42/contents

Regulation of Investigatory Powers Act (RIPA) 2000

www.legislation.gov.uk/ukpga/2000/23/pdfs/ukpga_20000023_en.pdf





Public Interest Disclosure Act 1998 (Whistleblowing)

www.parliament.uk/briefing-papers/SN00248.pdf
















http://www.parliament.uk/briefing-papers/SN00248.pdf�



186

Unit 17: Draft statutory enforceable documents for the purposes of fire safety regulation

Unit reference number: L/503/3604

QCF level: 4

Credit value: 3


Unit aim

This unit is about enforcing statutory provisions on behalf of the regulatory authority.


NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of drafting statutory enforceable documents for fire safety regulation.

Enforceable documents will be served upon the person(s) described within the relevant home nation’s legislation.

Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

18

7

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

su

mm

aris

e th

e polic

ies

and

priorities

of

the

regula

tory

au

thority

in r

elat

ion t

o t

he

dra

ftin

g o

f st

atuto

ry e

nfo

rcea

ble

docu

men

ts

□

regula

tory

auth

ority

polic

ies

and p

riorities

, eg

loca

l au

thority

fire

serv

ice,

loca

l au

thority

build

ing c

ontr

ol, D

epar

tmen

t of

Com

munitie

s an

d L

oca

l G

ove

rnm

ent

□

stat

uto

ry e

nfo

rcem

ent

docu

men

ts,

eg n

on-c

om

plia

nce

enfo

rcem

ent

notice

s, loca

l fire

auth

ority

spec

ific

enfo

rcem

ent

notice

s

1.2

ex

pla

in t

he

applic

atio

n o

f fire

sa

fety

leg

isla

tion in r

elat

ion t

o

the

dra

ftin

g o

f st

atuto

ry

enfo

rcea

ble

docu

men

ts

□

fire

saf

ety

legis

lation a

nd s

ubse

quen

t updat

es,

eg R

egula

tory

Ref

orm

(F

ire

Saf

ety)

Ord

er 2

005

□

stat

uto

ry e

nfo

rcem

ent

docu

men

ts,

eg n

on-c

om

plia

nce

enfo

rcem

ent

notice

s, loca

l fire

auth

ority

spec

ific

enfo

rcem

ent

notice

s

1.3

ex

pla

in t

he

rela

tionsh

ip b

etw

een

the

princi

pal

sta

tuto

ry p

rovi

sions

□

princi

pal

sta

tuto

ry p

rovi

sions

and s

ubse

quen

t updat

es,

eg F

ire

and

Res

cue

Ser

vice

s Act

(2004),

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

Hum

an R

ights

Act

1998,

Polic

e an

d C

rim

inal

Evi

den

ce A

ct

1984 (

PACE)

1

Under

stan

d

requirem

ents

for

dra

ftin

g s

tatu

tory

en

forc

eable

docu

men

ts f

or

the

purp

ose

s of

fire

sa

fety

reg

ula

tion

1.4

cl

arify

how

the

various

types

of

stat

uto

ry n

otice

s, lic

ence

s an

d

appro

vals

may

be

use

d b

y re

gula

tors

to a

chie

ve d

esired

outc

om

es

□

types

of

stat

uto

ry n

otice

s, lic

ence

s an

d a

ppro

vals

, eg

as

indic

ated

in

Reg

ula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

Chie

f Fi

re O

ffic

ers

Ass

oci

atio

n (

CFO

A)

guid

ance

docu

men

ts

□

regula

tors

, eg

loca

l au

thority

fire

and r

escu

e se

rvic

es,

loca

l au

thority

build

ing c

ontr

ol

□

des

ired

outc

om

es,

eg u

phold

ing law

and o

ther

sta

tuto

ry p

rovi

sions,

pre

vention o

f fire

inci

den

ts

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

18

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

su

mm

aris

e th

e ap

plic

atio

n o

f fo

rmal

and info

rmal

enfo

rcem

ent

actions

in a

ccord

ance

with t

he

regula

tory

auth

ority

’s p

olic

ies

and p

roce

dure

s

□

applic

atio

n o

f en

forc

emen

t ac

tions,

eg leg

al p

roce

dure

s

□

form

al a

nd info

rmal

, eg

advi

sory

, re

quired

act

ions

□

regula

tory

auth

ority

’s p

olic

ies

and p

roce

dure

s, e

g loca

l au

thority

fire

and r

escu

e se

rvic

es,

loca

l au

thority

build

ing c

ontr

ol

1.6

ex

pla

in t

he

requirem

ents

for

dra

ftin

g c

lear

, ac

cura

te a

nd

enfo

rcea

ble

notice

s

□

requirem

ents

of

enfo

rcea

ble

notice

s, e

g a

s in

dic

ated

in R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

Chie

f Fi

re O

ffic

ers

Ass

oci

atio

n

(CFO

A)

guid

ance

docu

men

ts

1.7

ex

pla

in t

he

pro

cess

for

withdra

win

g o

r ex

tendin

g n

otice

s □

as

indic

ated

in R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005 a

nd C

hie

f Fi

re O

ffic

ers

Ass

oci

atio

n (

CFO

A)

guid

ance

docu

men

ts

2.1

id

entify

the

legal

title

of

those

to

whom

the

docu

men

t(s)

are

to b

e ad

dre

ssed

□

legal

title

, eg

cle

ar a

nd e

nfo

rcea

ble

title

rep

rese

nting leg

al o

wner

ship

of

an a

sset

or

pro

per

ty

2.2

co

nfirm

the

reas

on(s

) fo

r dra

ftin

g t

he

notice

□

re

ason(s

) fo

r dra

ftin

g t

he

notice

, eg

leg

al r

equirem

ents

, ad

viso

ry,

form

al,

info

rmal

2.3

dec

ide

upon t

he

type,

conte

nt,

co

mplia

nce

dat

e an

d a

ny

conditio

ns

(sch

edule

) of

the

notice

to b

e is

sued

□

type

of

notice

to b

e is

sued

, eg

info

rmal

, fo

rmal

, ad

viso

ry,

action

requirem

ents

, le

gal

ly e

nfo

rcea

ble

2.4

pro

duce

sta

tuto

ry e

nfo

rcea

ble

docu

men

ts w

hic

h a

re c

lear

and

accu

rate

in a

ll re

spec

ts

□

stat

uto

ry e

nfo

rcea

ble

docu

men

ts,

eg a

s in

dic

ated

in R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

and C

hie

f Fi

re O

ffic

ers

Ass

oci

atio

n

(CFO

A)

guid

ance

docu

men

ts

2

Be

able

to d

raft

st

atuto

ry

enfo

rcea

ble

docu

men

ts

2.5

co

nfirm

that

the

action r

equired

by

the

notice

will

enab

le

com

plia

nce

with leg

isla

tion

and/o

r co

ntr

ol th

e risk

and is

pra

ctic

al t

o e

nfo

rce

in t

he

even

t of

non-c

om

plia

nce

□

how

to c

onfirm

, eg

ver

bal

ly (

pro

fess

ional

dis

cuss

ion),

in w

riting w

ith

an a

udit t

rail,

consu

ltin

g a

subje

ct m

atte

r ex

per

t

□

pra

ctic

al t

o e

nfo

rce,

eg c

ost

effec

tive

, sp

ecific

, w

ith r

easo

nab

le

tim

efra

mes

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

18

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.6

co

nfirm

the

under

stan

din

g o

f th

e re

quirem

ents

of

the

notice

with

those

ser

ving t

he

notice

□

how

to c

onfirm

under

stan

din

g,

eg t

hro

ugh t

rain

ing s

essi

ons,

ver

bal

ly

(pro

fess

ional

dis

cuss

ion),

in w

riting w

ith a

n a

udit t

rail

□

those

ser

ving t

he

notice

, eg

fire

safe

ty o

ffic

ers,

auditors

, in

spec

tors

BA030061 – Specification – Edexcel Level 3 and 4 Certificate in Fire Safety (Fire Auditors) and Edexcel Level 4 Diploma in fire Safety (Fire Inspectors) – Issue 3 – April 2013 © Pearson Education Limited 2013

190


Delivery


It is important that the unit is delivered sequentially, moving from learning outcome 1, which develops the underpinning knowledge, to learning outcome 2 which allows practical application to relevant scenarios.

When planning the delivery of learning outcome 1, the centre should ensure that learners have access to a range of case study and exemplar material which will allow them to develop an understanding of the types of documents that will need to be prepared as part of the assessment of the outcome. It is advisable to show examples of good practice, but also examples where practice could be improved to show learners the impact of policies and other enforceable documents when they are and are not prepared well. Learning in this unit may link to other units in the qualification, especially in relation to fire safety legislation and statutory requirements. When moving through the outcome, the centre may use case study analysis as an effective form of delivery, to show learners how the documentation can assist the enforcement of fire safety legislation, and how this is important when enforcing actions in both formal and informal situations.

Delivery of learning outcome 2 would be enhanced through role-play scenarios and other desktop scenarios which provide learners with formative exercises to practically apply their learning from the previous learning outcome. Learners should be given the opportunity to apply their learning in a range of scenarios, to develop their understanding of why statutory enforceable documents are required and how they are prepared in different scenarios.

Assessment




When assessing AC1.1 the assessor must ensure that learners have summarised the policies and priorities of the regulatory authority as indicated in the unit amplification. This summary should articulate briefly the main points or essential features of these policies. All evidence should relate back to the drafting of statutory enforceable documents.

AC1.2 requires learners to explain how the fire safety legislation should be applied to the drafting of statutory enforceable documents. This explanation should be more detailed than a description or list, so it should use an example to show what they mean. Learners may start by introducing the topic then give the ‘how’ or ‘why’ fire safety legislation relates to the drafting of statutory enforceable documents.


191

AC1.3 requires learners to show how the various statutory provisions, as indicated in the unit amplification, relate to each other. It is important, where legislation is indicated, that the most up-to-date legislation is delivered and assessed.

AC1.4 requires learners to clarify how the various types of statutory notices, licences and approvals may be used by regulators to achieve desired outcomes. This will require them to provide evidence in relation to a range of documents, giving examples of how each may achieve an outcome and why this is selected above others.

For AC1.5 learners need to provide a summary of how and where both formal and informal enforcement actions may be applied. This summary should show how each action is in accordance with the regulatory authority’s policies and procedures. This evidence may be linked to the evidence provided for AC1.1.

AC1.6 requires learners to explain the requirements for drafting enforceable notices. This evidence should be more comprehensive than a description of requirements, and should use examples to exemplify the requirements for drafting of enforceable notices.

To achieve AC1.7 learners must show that they fully understand the process of withdrawing or extending notices. They need to explain why notices may be withdrawn or extended, and how this is done. All evidence should relate to the guidance documents indicated in the unit amplification, or any subsequent guidance that supersedes what is listed.

Learning outcome 2 requires learners to draft statutory enforceable documents. Assessment may be undertaken in relation to a given scenario or desktop scenario, requiring learners to apply the knowledge gained in learning outcome 1. For AC2.1 learners need to identify the correct legal title of those to whom the document(s) are to be addressed.

Evidence for AC2.2 must show the reasons for the notice, including reference to appropriate legal requirements, whether the notice is formal or informal, mandatory or advisory.

AC2.3 requires learners to consider the given scenario, and to decide accurately upon the type of notice, its content, the compliance date and conditions of the notice. These should be clearly identified and justified as part of the evidence.

Evidence for AC2.4 should take the form of a formal written statutory enforceable document which is clear and accurate in respect of identified legislation, or any subsequent legislation that supersedes what is listed. Evidence for AC2.5 and 2.6 may be gathered as a result of a role-play activity, whereby learners discuss the notice(s) drafted for AC2.4, therefore being able to confirm that the action required will enable compliance with legislation and control the risk. For AC2.5 it must be clear that any actions are practical to enforce in the event of non-compliance. AC2.6 requires learners to confirm that the requirements of the notice are fully understood by those serving the notice. Evidence for AC2.5 and 2.6 may be in the form of observation records supported by learner notes.

BA030061 – Specification – Edexcel Level 3 and 4 Certificate in Fire Safety (Fire Auditors) and Edexcel Level 4 Diploma in fire Safety (Fire Inspectors) – Issue 3 – April 2013 © Pearson Education Limited 2013

192


Documents







Equality Act 2010 www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf

Human Rights Act 1998 www.legislation.gov.uk/ukpga/1998/42/ contents

Police and Criminal Evidence Act 1984 (PACE)

www.legislation.gov.uk/ukpga/1984/60/ contents

















193

Unit 18: Serve statutory enforceable documents for the purposes of fire safety regulation

Unit reference number: F/503/3597

QCF level: 4

Credit value: 3


Unit aim

This unit is about enforcing statutory provisions on behalf of the regulatory authority.


NB: ‘Requirements’ specified in learning outcome 1 relate to a general term used to encompass learners’ understanding of all aspects of serving statutory enforceable documents for fire safety regulation.

Enforceable documents will be served upon the person(s) described within the relevant home nation’s legislation.

Essential resources


BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

19

4

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

ex

pla

in t

he

aim

s an

d o

bje

ctiv

es

of

the

regula

tory

auth

ority

□

ai

ms

and o

bje

ctiv

es,

eg s

har

ed v

isio

n,

required

outc

om

es

□

regula

tory

auth

ority

, eg

loca

l au

thority

fire

and r

escu

e se

rvic

es,

loca

l au

thority

build

ing c

ontr

ol

1.2

ex

pla

in t

he

regula

tory

auth

ority

polic

y on t

he

pro

cess

of

issu

ing

notice

s

□

regula

tory

auth

ority

iss

uin

g p

olic

ies,

eg loca

l au

thority

fire

and

resc

ue

serv

ices

, lo

cal au

thority

build

ing c

ontr

ol

1.3

ex

pla

in t

he

circ

um

stan

ces

in

whic

h n

otice

s ca

n b

e is

sued

□

ci

rcum

stan

ces,

eg w

her

e non-c

onfo

rmity

to r

egula

tions

is f

ound,

wher

e le

gal

req

uirem

ents

are

not

bei

ng m

et,

wher

e re

quired

in

form

atio

n is

not

avai

lable

1.4

cl

arify

how

sta

tuto

ry e

nfo

rcea

ble

docu

men

ts m

ust

be

serv

ed t

o

mee

t le

gal

req

uirem

ents

□

stat

uto

ry e

nfo

rcea

ble

docu

men

ts,

eg a

s in

dic

ated

in R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

Chie

f Fi

re O

ffic

ers

Ass

oci

atio

n

(CFO

A)

guid

ance

docu

men

ts

□

legal

req

uirem

ents

, eg

within

spec

ific

tim

efra

mes

, in

a s

pec

ific

fo

rmat

, to

the

corr

ect

legal

title

hold

er

1

Under

stan

d

requirem

ents

for

serv

ing s

tatu

tory

en

forc

eable

docu

men

ts f

or

the

purp

ose

s of

fire

sa

fety

reg

ula

tion

1.5

ex

pla

in t

he

use

of

stat

uto

ry

enfo

rcea

ble

docu

men

ts b

y re

gula

tors

to a

chie

ve d

esired

outc

om

es

□

stat

uto

ry e

nfo

rcea

ble

docu

men

ts,

eg a

s in

dic

ated

in R

egula

tory

Ref

orm

(Fi

re S

afet

y) O

rder

2005,

Chie

f Fi

re O

ffic

ers

Ass

oci

atio

n

(CFO

A)

guid

ance

docu

men

ts

□

regula

tors

, eg

loca

l au

thority

fire

and r

escu

e se

rvic

es,

loca

l au

thority

build

ing c

ontr

ol

□

des

ired

outc

om

es,

eg c

om

plia

nce

with leg

al r

equirem

ents

, pro

visi

on

of

adeq

uat

e fire

saf

ety

contr

ol m

easu

res

BA030061 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 a

nd 4

Cer

tifica

te in F

ire

Saf

ety

(Fir

e Auditors

) an

d E

dex

cel

Leve

l 4 D

iplo

ma

in F

ire

Saf

ety

(Fir

e In

spec

tors

) – I

ssue

3 –

Apri

l 2013 ©

Pea

rson E

duca

tion L

imited

2013

19

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

co

nfirm

ow

n u

nder

stan

din

g o

f th

e re

quirem

ents

of

the

notice

□

re

quirem

ents

of

notice

, eg

act

ions

and r

ecom

men

dat

ions,

spec

ific

det

ails

of

required

im

pro

vem

ents

, tim

efra

mes

, pote

ntial

co

nse

quen

ces

of

non-c

om

plia

nce

with n

otice

2.2

se

rve

the

notice

corr

ectly

in

acco

rdan

ce w

ith leg

isla

tive

re

quirem

ents

□

serv

ing t

he

notice

, eg

by

post

, by

han

d,

by

third p

arty

□

legis

lative

req

uirem

ents

, eg

within

spec

ific

tim

efra

mes

, sp

ecific

fo

rmat

req

uirem

ents

, to

the

corr

ect

legal

title

hold

er

2.3

in

form

the

reci

pie

nt

of

the

appea

ls p

roce

dure

and p

roce

ss,

and r

ecei

ve t

he

nec

essa

ry

appea

l docu

men

tation

□

info

rm,

eg v

erbal

ly,

in w

riting,

form

ally

in a

ccord

ance

with leg

al

requirem

ents

of

notice

□

appea

ls p

roce

dure

, eg

dis

pute

and/o

r ch

alle

nge

the

conte

nts

of

the

stat

uto

ry e

nfo

rcea

ble

docu

men

ts,

wher

e ap

pea

ls d

ocu

men

tation

may

be

obta

ined

2

Be

able

to s

erve

st

atuto

ry

enfo

rcea

ble

docu

men

ts

2.4

sh

are

rele

vant

info

rmat

ion w

ith

peo

ple

within

ow

n o

rgan

isat

ion

and a

ny

oth

er r

elev

ant

stat

uto

ry

enfo

rcin

g a

uth

ority

(s)

□

shar

ing r

elev

ant

info

rmat

ion,

eg v

erbal

ly,

in w

riting,

form

ally

, in

form

ally

, fo

rmat

support

ing e

ffec

tive

rec

eipt

of

required

in

form

atio

n

□

oth

er r

elev

ant

stat

uto

ry e

nfo

rcin

g a

uth

ority

(s),

eg o

ther

loca

l au

thority

fire

and r

escu

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rvic

es,

loca

l au

thority

build

ing c

ontr

ol


196


Delivery


It is important that the unit is delivered sequentially, moving from learning outcome 1, which develops the underpinning knowledge, to learning outcome 2 which allows practical application to relevant scenarios.

It is advisable when planning the delivery of this unit that it is delivered after unit 17, which will allow learners to develop knowledge of the drafting of these documents, and their requirements.

When delivering learning outcome 1, the centre should enable learners to develop the theoretical knowledge in relation to serving statutory enforceable documents for the purposes of fire safety regulation. Learners may be given access to a range of different documents to consider, therefore developing the knowledge and understanding of the requirements of each. Delivery should focus on the regulatory authorities that can issue notices and the circumstance in which notices can be issued. Legal requirements in relation to serving statutory enforceable documents for the purposes of fire safety regulation should be clearly investigated.

Delivery of learning outcome 2 would be enhanced through the use of case study analysis and role play or other desktop scenarios to allow practical application of knowledge gained in learning outcome 1. Through the use of formative activities such as this, learners can develop the skills required to successfully achieve the assessment of this outcome. By exposing learners to a range of scenarios, they will be able to develop their understanding and skills, and also the ability to transfer these skills to different scenarios effectively.

Assessment




Evidence for learning outcome 1 may take a written format. AC1.1 requires learners to explain the aims and objectives of the regulatory authority. This should not just be a list or description, but should provide detail as to why these aims and objectives exist, with appropriate examples to illustrate this.

AC1.2 takes this further with learners required to explain the policy of the regulatory authority in relation to the process of issuing notices. The process should be explained using examples to show why each stage is in place.

For AC1.3 learners need to provide a number of examples showing a range of circumstances in which notices can be issued and the reasons for issuing the notice.


197

AC1.4 requires learners to show understanding of how statutory enforceable documents must be served to meet legal requirements. Assessors should ensure

that links to the legal requirements indicated in the unit amplification are fully

covered, and also ensure that where legislation is indicated, it is assumed that any subsequent legislation introduced that supersedes what is listed will be assessed.

For AC1.5 learners should explain how and why statutory enforceable documents are used by regulators to achieve desired outcomes, using a range of examples to support the findings.

Assessment of learning outcome 2 may be undertaken through a role play or other practical scenario based assessment. The intention of this outcome is that learners practically apply the knowledge and skills developed during the study of this unit to a realistic scenario. Evidence for this outcome may be in the form of observation records supported by learner notes.

AC2.1 requires learners to confirm that they understand the requirements of the notice to be served, including timeframes and necessary improvements.

For AC2.2 they need to serve the notice correctly in a role-play scenario, to show that they have complied with the legislative requirements.

To achieve AC2.3 learners must inform the recipient, either verbally or in writing, of the appeals procedure and process, including where necessary documentation may be obtained.

AC2.4 requires learners to share relevant information with people in their own organisation and any other relevant authority. Evidence should show how they identify what the relevant information is, and who they would share this with.


Documents





Criminal Procedure and Investigations Act 1996 (CPIA)




Equality Act 2010 www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf

Human Rights Act 1998 www.legislation.gov.uk/ukpga/1998/42/ contents


www.legislation.gov.uk/ukpga/1984/60/ contents

Public Interest Disclosure Act 1998 (Whistleblowing)

www.parliament.uk/briefing-papers/SN00248.pdf

















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Regulation of Investigatory Powers Act (RIPA) 2000

www.legislation.gov.uk/ukpga/2000/23/pdfs/ukpga_20000023_en.pdf








199

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Edexcel: www.edexcel.com/contactus

BTEC: www.btec.co.uk/contactus

Work-based learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Edexcel Equality Policy

Edexcel Information Manual (updated annually)

Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/Pages/home.aspx�

http://www.edexcel.com/resources�


200

14 Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

http://www.edexcel.com/resources/training/Pages/home.aspx�

http://www.btec.co.uk/training�

BA030061 –

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Unit 6

Unit 7

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Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

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BA030061 –

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Unit 12

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Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

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Publications Code BA030061 April 2013 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121


Edexcel Level 3 Certificate in Fire Safety (Fire …...The Edexcel Level 3 Certificate in Fire...

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Transcript of Edexcel Level 3 Certificate in Fire Safety (Fire …...The Edexcel Level 3 Certificate in Fire...